APPLICATION OF SCALL\G TECHNIQUES TO DATA OK ...

APPLICATION OF SCALL\G TECHNIQUES

TO DATA OK VALUE ORIENTATIONS

3y Ann Carol Maney

Submitted as an Honors Paper in the

Department of Sociology

THE WOMAN'S COLLEGE OF THE UNIVERSITY OF NORTH CAROLINA

GREENSBORO, NORTH CAROLINA

1953

CONTENTS

Page Introduction • 1

Guttman Scalogram Analysis .... 4

The Social Distance Scale .... 13

Paired Comparisons 18

Equal-Appearing Intervals . • • • 20

Item Analysis 26

The Theory of latent Attributes ... 31

Variables Used in the Attitude Studies Being Investigated ....... 34

The Guttman Scalogram Technique .... 37

The H-technique *3

Questionnaire #1 *7

Questionnaire #2

Questionnaire #3 •■

Bibliography

Appendix

INTRODUCTION

As a basis for the understanding of attitude

scaling, we ought to understand what attitudes are.

Just as methods of scaling have developed through

years of research, so the meanings of "attitudes"

have developed. Commonly put forth definitions of

attitudes have inoluded the beliefs that an attitude

is a predisposition to act in a certain manner towards

something and that an attitude may be inferred from

the individual's previous behavior.

It is generally agreed that "opinion" should

refer only to verbal behavior, while the term "attitude"

may be applied to the verbal or to the non-verbal.

Most attitude research is at a verbal level, however, and

correlation between the verbal and the non-verbal overt

behavior is unknown. Thus a scale does not directly

measure opinion and attitude, but requires an expression

of judgment on the acceptability of a series of verbal

propositions.

1 Q. McNemar, "Opinion and Attitude Methodology, Psychological Bulletin, vol. 43, pp. 289-300.

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These Judgments are immediate thought processes

directed partly by existing predispositions but also

dependent on the situation. Thus Louis Guttman defines

an attitude as a "delimited totality of behavior in 1

response to something." A condition of attitude

definition, then, is the inclusion of specific behavior.

Such a stipulation allows useful research on this be-

havior without a complete definition. Although scaling

has been used mostly with attitudes, it is not strictly

limited in application to attitudes, but may be applied 2

to other behavior also. If we accept Guttman's above

definition, we are led to accept also his basic premise

that a scientific oonoept must be defined in terms of

observations, either directly or by analysis of the

observations, and that a definition is of scientific

use only insofar as it leads to objective research.

Therefore, any sociological concept must be based on

observations of human behavior and will be of use

only insofar as the necessary observations can be made

and strictly analyzed. Attitude scaling is a means of

accomplishing this.

1 S.Stouffer, L.Guttman, et al, Measurement and Prediction, vol. 4, ohap. 2. 2 See k.J.llagood and D.O.Prioe, Statistics for Sociologists. rev. ed., p. 146 for an example. 3 Stouffer, op_. clt.. ohap. 2.

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The general purpose of an attitude scale is ■

therefore to assign to an individual a numerical value

which will represent the degree of favorableness or

unfavorableness of his verbal reactions to a set of

statements designed to assess any given attitude. Put

more generally, it is the ordering of respondents along

a single dimension represented by homogeneous items.

The homogeneity or unidimensionality of items means

that the scale is measuring only one variable at a time.

If this is not possible, the investigator should have

some idea of the extent to which his measuring instru- 1

ment departs from the ideal of unidimensionality.

This paper attempts to deal with the field of

attitude scaling in two ways. The first section

discusses the major contributions to the theory of

scaling. Since the Guttman technique is the latest

immediately useful scaling technique, and sinoe its

development has been influenced by past techniques,

this theory serves as the starting point of our

discussion. It is important that the reader obtain

some understanding of this technique before passing

on to the earlier contributions, because many of the

1 M.fc.Jahoda, et al, Research Methods in Social Relations. Dryden Press, New York, vol. 2, chap. 21.

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criticisms of the earlier techniques presuppose a

knowledge of Guttman*s scalogram theory.

The second section begins by explaining the

attitude variables involved in the particular research

studies being investigated by this paper. Then a more

practical presentation is made of the Guttman scale

and of the related H-technique as a basis for under-

standing the application of these techniques in the

last section. The body of the last section is con-

cerned with testing the scalability of the particular

attitudes that were being studied in a series of

larger research projects.

GUTTMAN SCALOGRAM ANALYSIS

During World War II Louis Guttman, in con-

junction with the Research Branch of the Information

and Education Branch of the War Department, developed

an approach to scaling which is Jcnown as scalogram

analysis. The approach was used successfully in in-

vestigating morale and other problems of the United

States Army.

A basic concept of the theory of scalogram

analysis is that of the universe of attributes. A

universe consists of all the attributes or qualitative

variables that define the concept being investigated.

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The universe can usually be considered a sub-universe

of a larger universe, and can itself be divided into

subuniverses. Thus complex attitudes may be broken

down into component parts which are scaled, or may

be parts of an even more complex universe.

The internal validity of a universe, or the

extent to which the scale is measuring the variable

it is supposed to measure, must be determined before

its external validity, or efficiency in predicting

outside variables, is studied. If the internal

problems of how well a particular question represents

the universe from whioh it was drawn and how well it

discriminates proportionately among the pros and cons

in the population are solved, and the content proves

scalable, then the maximum predictability of any

external variable may be determined easily. The

external validity of the scale is, then, an ewpirioal

correlate, rather than a component, of the attitude.

The purpose of a Guttman attitude scale

is, therefore, to assign an individual a numerical

value somewhere between two extremes of maximum

favorableness and maximum unfavorableness to represent

his verbal reactions to a oarefully standardized set

1 Stouffer, et al, 0£. o£t_., chap. 2.

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of propositions. From these assignments along a

quantitative scale it must be possible to characterize

the population being investigated, on all behavior

involved in the definition of that attitude universe

by actual observation of each individual on each item,

and by finding the interrelation between items so that

the whole pattern can be reproduced. If the universe

contains an indefinitely large number of characterizing

acts, there must be a sufficiently simple pattern of

interrelationships among them to allow the whole to be 1

reproduced fairly simply from the sample.

Every set of items c annot be usefully quanti-

fied for every population, however. The reliability

or error of measurement must be known. If the behavior

of each individual in the given population is not suffi-

ciently consistent for a given set of items, then the

numerical values cannot efficiently reproduce the

whole population's behavior.

The Guttman theory of scale analysis differs

in principle from other theories of scaling. Factor

analysis is a theory for analyzing the structure of

quantitative variables that comes from the field of

mental testing. There Spearman's original single-faotor

1 Jahoda, et al, op., clt.. chap. 21.

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theory was developed by L.L. Thurstone into a multiple

factor theory. These approaches are widely used to

analyze the intercorrelations of many sets of variables.

They were brought to attitude scaling by Thurstone and

have been the basis of many techniques (including one

of the most recent, Paul F. Lazarsfeld's theory of

latent attributes).

Guttman, however, has ruled out the appli-

cation of Spearman-Thurstone factor analysis to qualita-

tive data on the grounds that the theory was not

designed for qualitative data and will not make a com-

plete analysis of it. The Spearman-Thurstone approach

to factor analysis is entirely linear, but the qualita-

tive data analyzed by soalogram analysis has perfect

curvilinear functions which are linearly uncorrelated.

Nor does scale analysis attempt to tell us

how to select homogeneous items as earlier techniques 2

did. Instead Guttman's technique tells how well a set

of items has been chosen for homogeneity after they 3

have been selected.

1 Stouffer, et al, 0£. oit., p. 192. 2 Particularly Thurstone's equal-appearing intervals ana Likert's summated ratings. „,„„„,,„„,,, 3 A.Edwards, "On Guttman's Scale Analysis," Educational and Psychological Lteagurements. vol. 8, pp. axa-a-Lo.

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There are initial steps common to all scalo-

gram techniques. The universe of content must be

defined for the attitude to be studied in order that

the general content of questions to be asked may be

decided. Almost any sample of about twelve cumula- 1

tive questions from a universe is adequate to test

the scalability of the universe providing they cover

the range of content designated. The population of

people must be defined and sampled. Each person in

the sample of the population is then observed on

each question in the sample of the universe of

content. If the area is scalable, a sufficiently

large proportion of the population being measured B

respond to the scale questions in a consistent way.

The criterion of consistency is that

endorsement of a given item is accompanied by

acceptance of all items that are less extreme and

rejeotion of all items that are more extreme.

1 Cumulative items are questions so ordered that acceptance of a particular item indicates acceptance of all the preceding, less extreme items as well as rejection of all of the more extreme items. 2 L. Guttman, "The Cornell Technique for Soale and Intensity Analysis," gduoational and Psychological Measurement, vol. 7, pp. 248-249.

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I

This means that, ideally, items are ordered so that

persons answering a given question favorably have

higher ranks on the scale than persons who answer

the same question unfavorably. Ideally, from a

respondent's rank or scale score we know exactly

which items he has endorsed. This principle of

Guttman's theory is important to note, because no

other definition of a soale includes this criterion.

The relative frequency with which the individual's

response can be correctly reproduced from his scale

score is expressed in terms of a coefficient of

reproducibility. A coefficient of reproducibility 1

of /.90 has become the arbitrary, empirically

determined criterion for accepting the scalability 2

of the area.

Since inconsistent responses imply that

more than one dimension underlies the scale, offend-

ing items are eliminated until the criterion of

consistency is met. As a result of this process, the

1 A reproducibility coefficient of /.90 means that nine times out of ten a subject's pattern of responses will be correotly reproduced from his scale score. . -. 2 D. Kretoh and H. Crutohfield, Theory and Problems of Social Psychology, pp. 220-224.

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final items may be slight variations of the same

theme and so be thought to limit the practical

usefulness of the soale. There is a loss of

generality, but an explicitly multidimensional

study can be done to test the interrelationships 1

of these specific scales.

If data fail to fit the Guttman model, the

presence of a quasi-scale or of non-scale types

aay be indicated. The non-scale types, as men-

tioned above, may indicate the presence of more

than one variable. A quasi-scale is present when

the errors are randomly distributed. This scale

form is valuable in that correlation of its scores

with an outside criterion yield the same results

that a multiple correlation between responses to

individual items forming the scale and the outside 2

variable would yield.

1 P. Young, Scientific Social Surveys and Research, pp. 361-364. 2 Stouffer, et al. op., oit., chap. 1.

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The ranking of people by the Guttman scale

model represents the content component, apparently 1

only one of a set of principal components. In the

case of perfect scalability, there are as many

principal components with a definite law of

formation as there are scale types (or rank groups).

We have already spoken of the first known component.

The second component is a U-shaped or J-shaped curve,

a measure of intensity in the ideal case. From the

minimum point of the curve, an objective zero point

can be determined. The determination of this zero

point is accomplished by a process known as intensity

analysis.

Intensity function is based on the conoept

that it is possible to measure the intensity of

feeling with which people with different rank posi-

tions hold their attitudes in a scalable area.

1 There are only three known principal components, or functions inherent in a scale. The first com- ponent, content, is a straight line function of the rank order. The second component, intensity, is a U-shaped or .T-shaped function of the rank order. The curve for the third component has one more bend than that of the second component, etc. The term "principal components'1 has been used here merely to place the intensity function theoretically. For a detailed explanation of principal components, see Stouffer, et al, oj>. cit.. chap. 9.

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The intensity of feeling is believed to be strongest

at both ends of the content continuum and to decrease

toward the middle. Therefore, by application of the

technique of intensity analysis,it is possible to

fix a point along the scale continuum that will

divide the population into "favorable" and "unfavorable"

sections. The use of this objective method of dividing

the population on the variable avoids problems such as

question bias that accompany a cutting point dependent

on an external criterion.

Correlation of a content scale with an

intensity scale produces the J-shaped or U-shaped 1 *

curve. The minimum point, called the zero point, of

the curve represents the content rank of the persons

with the least intensity of feeling concerning the

attitude dimension being measured. If the curve has a

broad base, the minimum point extends over several rank

groups and the cutting point will not be as sharp nor 2

as useful.

1 A Guttman scale is constructed for intensity a s well as for content, and the respondents* content scores are plotted against their intensity scores to obtain the curve of the intensity function. 2 The discussion of intensity analysis is based on l.Guttman and E.A.Suchman, "Intensity and a Zero Point for Attitude Analysis," American Sociological Review, vol. 12, pp. 57-67; and on Stouffer, et al, 0£. a££., chap. 1.

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THE SOCIAL DISTANCE SCALE

In 1925 Emory S. Bogardus devised a technique

to measure the degrees of identification and sympathy

that exist in various social situations. This

Social Distance Scale is composed of statements

selected a priori to obtain responses indicating

the extent of the respondent's acceptance or re-

jection of oertain racial and nationality groups.

Negative or positive judgments by the individual

are not directly involved. Instead, reactions are

elicited that are indicative of the relative

willingness or unwillingness to be exposed to or

identified with an object. The more unfavorable

the reaction, the greater the social distance

exhibited. A Bogardus scale will also yield

attitude measurements to the extent of the corela-

tion between sooial distance and the individual's

general attitude toward an object.

1 See E. Bogardus, "The Measurement of Social Distance," Journal of Applied Sociology, vol.9, p. 299; and G. Murphy and R. Likert, Public Opinion and the Individual, chap. 5.

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The Sooial Distance Scale, however, is

based on the judgment of one person and is thus an

"arbitrary scale" — i.e., the units of measure-

ment between the attitude steps depend on arbitrary

rather than experimental judgments. (Guttman, it

will be remembered, uses responses to questions to

determine the weight or rank of a question.) A

large number of statements of types of sooial

situations are formulated, and items judged to

represent various degrees of social distance are

selected to form the scale. A scale of races, or

whatever the attitude object may be, is also given,

and the subject checks on the social distance

scale his first reactions to the stereotype when 1

the object item was seen.

1 P. Young, 0£. oit., p. 355.

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For example:

"Directions : According to my first feeling reactions I would willingly admit members of each race or nationality (as a class and not the best I have known, nor the worst members) to one or more of the classifications whioh I have circled.

English To close kinship by marriage Negro To my club as personal ohums French To my street as neighbors etc. To employment in my occupation

To citizenship in my country As visitors only to my country i Would exclude from my country."

This use of arbitrary indexes does not insure

a unidimensional scale according to Guttman's oriteria

and is subject to the following five defects basic to

the use of arbitrary indexes in an area which is not

a scale or a quasi-scale. 1) The score has no

descriptive meaning. In a scale every person's

response to every question should be reproducible

from his score, within the limits of scale error.

On a Bogardus scale, however, equivalent scores do

not mean similar behavior, nor does a higher index

score have any special meaning in relation to a

lower one. 2) There are a variety of weights that

1 T. Jahoda, et al, Research Methods in Social Relations, vol. 2, p. 189.

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might reasonably be applied to an attitude (or

social distance) statement. If the area is not a

scale, though, the index scores from these differ-

ent weights will be most likely to have a low

correlation among themselves. 3) Index scores

for individuals change if different items from

non-scalable universes are used while a scale with

a single dimension gives essentially the same

rank order of people with any sample of items from

the area. 4) If the area is known to be scalable,

the correlation of an outside variable with scale

scores will be approximately equal to the multiple

correlation with separate items. There is, of

course, no assurance of this when unidimensionality

has not been ensured, as is the case with a Bogardus

scale. 5) If an area is known to be scalable, it

is also known that the addition of more items to

the sample from a scalable universe will not in-

crease the multiple correlation with an outside

variable. Since this condition does not apply to

non-scalable universes, a correlation based on an

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arbitrary index derived f rom a sample will even

underestimate a sample multiple correlation.

Later Bogardus Social Distance Scales

utilized Thurstone's judging technique to deter-

mine equidistant social situations. This meant

that the statements of social relations were

judged by Thurstone's method for equal-appearing

intervals in terms of increasing or decreasing

social nearness. The small number of items so

selected were considered evenly spaced according

to the judges' ratings, but were also subject to

the faults or lacks of Thurstone's technique.

The Bogardus scale has been of value in

that it is striving for cumulative items to show

various degrees of social distance. Its arbi-

trary weighting scheme is not as refined as

Guttman's but the idea of cumulative items repres-

ents an important theoretical advance.

i

1 Stouffer, et al, 0£. oit., chap. 6. 2 See a later section ofthis paper on the dis- advantages of the equal-appearing intervals technique.

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PAIRED CCSvIPARISQNS

The method of paired comparisons, developed

by L.L. Thurstone and others, was Thurstone's

initial contribution to scaling techniques.

According to Guttman the purpose of scale analysis

is to attempt to reproduce by a single rank order-

ing of people their attitudes toward a single

universe of items. The method of paired compari-

sons has a related but different purpose. It

tries to determine the average differences between

people's attitudes toward several universes of

items in order to discover if the average attitude

of a population toward one object is higher than

its average attitude toward another object. The

technique is usually, therefore, a multiple faotor

problem with respect to individual responses.

In this method the assumption of the normal

distribution of attitudes is introduced. Final

weights assigned by paired comparisons represent

an average of the scores of the population on

that object being Judged. Based on the above

mentioned assumption of normality, the method

attempts to devise weights for the attitude

objects that will reproduce the proportion of

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people who say one object should be higher than

the other for all of the Judgments. It is, there-

fore, the objects whose ranking is analyzed, but

in the more conventional forms of scale analysis

it is the people or the internal struoture of

the separate attitudes that is analyzed.

An example of the use of paired compari-

sons is found in the examination made by the

Research Branch of the point system for demobi-

lization of men from the Army.

"The problem was to assign weights to the four factors considered important by the soldiers with respect determining who should be released from the Army first: length of time in the Army, length of time overseas, amount of combat, and number of children. Should a battle receive less weight or more weight than a baby? Should a month of service overseas count the same as a month of service in continental united States? These were the kinds of questions to be resolved in the light of the attitudes of the enlisted men."1

1 Stouffer, ©t all ££• £it»» *• 189#

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There is a more recent approach to the

method of paired comparisons which makes no

assumptions about normal distribution or any-

other type of distribution. Instead it centers

on the reproduction of each individual's judgment,

not merely that of group proportions of judgments.

It must be remembered that the method of

paired comparisons cannot be criticized on the

same level as the Social Distance Scale or the

iaethod of equal-appearing intervals, because it

deals with a different, though related, problem.

The technique of paired comparisons attempts to

show the relation between the average attitude

of a population toward one object and its

average attitude toward any of several other 1

objects.

E'4UA.L-APPEARING IKTERVAIS

One of the earliest achievements in com-

bining systematic theory with computational

techniques in the area of attitude measurement

was L.L. Thurstone's application of suitable

1 This discussion of paired comparisons is based on Stouffer, et al, oj>. oit.. chap. 6.

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psychophysical methods. Theoretically this

method of scale construction could be developed

to measure attitudes toward any social object or

issue. It attempted to represent the attitude

of a group on a specific issue by means of a

frequency distribution, the base line indicating

the complete range of attitudes from the most to

the least favorable with a neutral zone between.

The method consists of the following steps.

1) A large number of simple, dichotomous state-

ments about the issue in question are collected

and edited. 2) The statements are ranked by a

large group of judges, usually in eleven piles, so

that they represent a scale ranging from extremely

unfavorable to neutral to extremely favorable.

The judges are instructed to rank the statements

not in terms of their own opinion, but in estima-

tion of the degree of favorableness and unfavor-

ableness that would be exhibited in endorsement

by the population of individuals to be studied.

1 D. Kretch and R. Crutchfield, on., cit., p. 215.

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3) The number of judges placing eaoh item in

each category is tabulated. 4) The consistency

of the judges* rankings is analyzed in two ways.

All the items are rejected that are found to be

ambiguous or faulty because of insufficient agree-

ment among judges as to proper scale position.

A scale score, usually the median soale position,

is assigned to each remaining item. For example;

"Scale value 10.3

Item no. 1

6.8 11

I consider that the native is only fit to do the ♦dirty' work of the white commun- ity.

• . • • • •

I would rather see the white people lose their position in this country than keep it at the ex- pense of injustice to the native."2

1 See A. Edwards and K. Kenny, "A Comparison of Thurstone and Likert Techniques of Attitude Scale Construction," Journal of Applied Psychology, vol. 30, p. 72 for a simple explanation of the construction or the ogive and determination of Q to find the coeffi- cient of ambiguity. 2 M. Jahoda, et al, Research Methods in Social Relations, vol. 1, pp. 191-192.

- 22 -

5) A final selection is made among the remaining

statements so the items will be spread rather

evenly along the scale.

There seems to be a great deal of

controversy over Thurstone's assumption that the

determination of scale values will be independent

of the attitudes of the sorters or judges toward 2

the issue. Guttman's contention is that scores

obtained from judges' weights, because they

reflect the behavior of judges and not of

respondents, do not represent the responses of 3

the respondent. In general, then, the

predictive power of the items is lost by the

use of the judges' weights, whioh are not the

invariant quantifications of the respondent's

answer which is necessary for external prediction

1 EX Thurstone and E.J. Chave, The Measurement Of Attitudes. P. 65f. T„*4»<rlti«l 2~See' fit! Ferguson, "The Influence of Individual Attitudes on the Construction of an Attitude Scale." Journal of Social PaYoholo^Y. vol. o, pp! li5-nyTlTtoT*mSHty* *flie Influence of Individual Opinion on the Construction of Attitude Scales," Journal of Social Psychology, vol. 3. pp. 283-296; and MoNemar. op_. Ufet p. 301'fo? studies supporting this assumption. 3 This contention is supported by studies cited in A. Edwards and K. Kenny, op., cit., PP. *■ *>•

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Guttman tells us that no necessary relation was

found between the weights assigned by judges and

the pattern of behavior of the respondents. The

concern of the Thurstone method is, therefore, with

the consistency of the judges1 statements, not with

the consistency of the behavior of the respondent.

As a result, in general, it is impossible to

reproduce the response to each of the questions

from a score obtained by the equal-appearing

intervals method, so that a scale in the sense of

reproducibility from scale scores is not present.

Since a scale of respondent's behavior is

not yielded, all the problems of non-scalable

areas are inherent in the items. This does not,

however, rule out the utility of the technique.

Its rationale does differ considerably from that

of Guttman scale analysis, a later development

in attitude scaling, but the two theories can be

considered as being devoted to separate problems,

each one appropriate for its own purpose.

1 Stouffer, et al, 0£. 2i£., chap. 6.

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The utility of Thurstone*s Method is in the study

of the judgments of people in comparing various

things, but it is inappropriate for the study of

the internal consistency of people's actual 1

responses*

There are other criticisms of the

equal-appearing interval method. The method is

extremely laborious. Yet it fails to select from

within each scale interval the most discriminating

items. The units along the continuum are actually

unequal, but then Thurstone only claimed equal

"♦appearing" (meaning approximately) intervals.

However, units cannot be added or interchanged

along the continuum. The comparability of

scales constructed by this method has not been

sufficiently well demonstrated to allow direct

comparison of means based on different scales.

Endorsed statements are scattered over a wide

range on the continuum and include many "neutral"

items which tend to lower the reliability and

decrease the reproducibility of the set of items 2

finally selected.

2 ATTdwards and L. Kilpatrick, "A Technique for the Construction of Attitude Scales," Journal or Applied Psychology, vol. 32, p. 382.

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ITE-: ANALYSIS

A somewhat different approach was made by

R. Likert in 1932. 1) The method obtains

statements of opinion edited by informal criteria

that emphasize values which clearly indicate a

positive or negative position concerning the

point at issue. 2) The propositions are next

presented to subjects who respond in terms of

five scale alternatives ranging from "strongly

agree" through "agree", "undecided", and

"disagree", to "strongly disagree". 3) Weights

from one through five are applied to these

alternatives. 4) The total score for each

subject is obtained by summing the values of

each item checked. 5) The amount of correlation

between each item and the total score is examined

and those items with insufficient correlations

are eliminated. In this test of internal

1 This method yields essentially the same reliability coefficient as Thurstone's sig?* method and correlates (/.99) with that method, See R. Likert, "A Technique for Measuring Attitudes," Archives of Psychology, vol. Zd, pp. 1-55.

- 26 -

consistency, an examination is made to find the

individual items that differentiate between two

criterion groups composed of the upper and lower

ten percent of the population in terms of total

score. 6) Reliability is determined by the

split-half method of correlating scores of odd

against even items.

This Likert technique is very similar

to Thurstone's equal-appearing intervals except

in the determination of scale values. Here

Thurstone seeks a reasoned scale based on the

placement of items by judges, while Likert takes

a more pragmatic approach and selects items in

terms of how well they work when administered

to a group of respondents. Both provide

techniques for selecting from a large group

of initial items a set of items to be used as 2

a measuring instrument.

1 kretch and Crutchfield, op.. ott., pp. 217-219. 2 Edwards and kilpatrick, op., clt., P. *'*•

- 27 -

Likert's technique has certain advantages

over Thurstone's. A Thurstone score represents

an individual's central tendency to favor or

oppose something. A Likert score is also

influenced by the number of favorable and

unfavorable responses, as well as by the consistency

and intensity of these responses. The Likert

scale also yields more information, in that it

provides data on the individual's attitude about a

specific issue and provides the total score on the

dimension being studied. Thurstone and Likert

scales, independently constructed from the same

original items, yield high correlations, but the

Likert scale is much easier to construct and still

gives results comparable to those obtained by the

Thurstone method. In terms of the application of

the criterion of relevance to the items, the

rationale of both methods is fairly well

developed, so that there is little theoretical

basis for choice. In practice though, the Likert

1 T. Newcomb, Social Psychology, chap. 5.

- 28 -

scale yields a higher coefficient of reliability

with fewer items. In addition the difficulties

and errors encountered by the use of a judging 1

group in constructing the scales are avoided.

Item analysis is based on the following

rationale. The items are all an indication of

some central variable. The problem is to

obtain the person's score on this variable.

If there is an external measure of the variable

available, it is possible to use item analysis

to select and score items. If there is no

observable variable external to the items, why

not obtain a variable from the items themselves?

Thereupon the scores are summed and the total

score is used in place of the external variable.

Item analysis, therefore, does not describe the

internal consistency of data, if that term is

used to mean the reproduction of items from the

total score. It does investigate the extent to

1 A. Edwards, "A Critique of 'Keutrfl *tem*' in

Attitude Scales Constructed by the Method or Equal-Appearing Intervals," Psychological Review, vol. 53, pp. 159-160.

- 29 -

which the total score can be estimated from each

item reply. In item analysis it will be found

that items discriminate regardless of the

scalability of the area, because the only requirement

is the significant correlation of scores on items.

The reproducibility of items from scores is not

required. Therefore it is possible that a Likert

scale will have, not a single dimension, but merely

items that correlate among themselves. This means

that all the problems of non-scalable areas belong,

in general, to areas examined by item analysis 1

also.

Despite the inadequacies of item analysis

in the description of internal consistency, item

analysis is most helpful in the prediction of an

outside variable, the field in which it

originated. Likert, in his technique of summated

ratings, was the first to apply the method of

internal consistency or to emphasize the importance 2

of each item as a scale in itself.

1 Stouffer, et al, op_. cit.., chap. 6. 2 Young, op., olt.. pp. 358-361.

- 30 -

THE THEORY OF IATEKT ATTRIBUTES

It will be remembered that Louis Guttman

denied the applicability of Spearman-Thurstone factor

analysis to qualitative data. He believed that

factor analysis was designed for quantitative data,

that it was theoretically unsuited to and would give

only an incomplete analysis of qualitative data.

Although Paul F. Lazarsfeld's theory of scaling was

developed later than Guttman's, it has gone back to

dependence on the theory of factor analysis,

lazarsfeld's theory of latent structure is a

generalization of factor analysis. It postulates

that there is a set of latent classes corresponding

to the factors in factor analysis that underly the

manifest relationship of items on a questionnaire.

A particular response has two components.

One is associated with the latent classes; the

other is the specific component of any item. The

latter is assumed to be independent of the latent

classes and also Independent of the specific

component of any other item. All possible responses

can be evaluated in terms of the latent classes.

- 31 -

Lazarsfeld, then, defines an attitude as an

inference oonoerning latent classes. Therefore the

latent attitude is an intervening variable which one

merely hypothesizes. It is tested by fitting an

appropriate latent structure model to the manifest

data. The models thus make it possible to compute

the probability that a given response pattern will

be given by a member of a particular latent class.

These formulations of factor analysis

eliminate the necessity of relating by correlations.

The only necessary mathematical concept in

Lazarsfeld's approach is that of the independence 1

of variables.

Guttman*s quasi-scale can be derived

analytically as a specific case of latent structure

analysis. His perfect scale is, however, a limiting

case. It requires discrete probabilities of unity

and zero in the relation of rank to scale type and

therefore implies that the manifest variables are

discrete. In fact, Guttman's belief that

qualitative data are composed of non-continuous

*■ J

1 This discussion is based mostly on Stouffer, et al, op. cit., ohap. 1 and on S. Stouffer, et al, "A Technique for Improving Cumulative Scales," The Public Opinion Quarterly, vol. 16, pp. 277-278.

- 32 -

manifest attributes has been a basis of his

objections to the direct application of factor

analysis to qualitative variables. He has disagreed

with the concept of latent classes as such, because

he believes Lazarsfeld applied continuity to a case

where all things occur at a single point. That is,

all the responses falling within a given rank group

have the same manifest value or score derived from

the ordering of the rank groups. The distance

between this rank or score and any other is unknown,

but the order of the ranks is known. Guttman's

model deals only with the manifest relationships

among attitude items, and it defines an attitude

directly as the observed responses to these items.

The scalogram does not define the content of the

attitude, but it does analyze the formal structure

of the interrelationships of items having that 2

content.

1 Stouffer, et al, Mflaaurement and Prediction,

l°t GutSaS; Son Festinger's Evaluation of Scale Analysis," P*Yohologlcal Bulletin, vol. «, pp. 451-519.

- 33 -

VARIABLES USED IN THE ATTITUDE STUDIES BEING INVESTIGATED

The analysis done in this second section is part

of a larger research enterprise composed of a series of

projects carried out by the class in "kethods of Social

Research." These projects, represented by three

separate questionnaires, were concerned with the

assessment of certain value orientations which are

amenable to scaling, just as attitudes are.

Value orientation refers to those facets of an

individual's orientation which commit him to observe

certain norms or standards and certain criteria of

selection, whenever he is faced with a situation

requiring choice.

The constructors of the three questionnaires

studied in this paper were concerned with a

self-collectivity variable and an instrumental-

expressional variable. These are directions of value

orientation defined by Taloott Parsons.

1 T. Parsons and E. Shils, Toward a General Theory of Action, pp. 58-76. .,,..„ 2 See Questionnaire #3 for more specific situations containing these variables. The first twelve questions contain self-collectivity orientations, and the second twelve questions measure the instrumental-expressional variable.

- 34 -

Self orientation is the "...(orientation) on the

part of the ..(individual) to permit himself to

pursue a given goal or interest of his own ...

without regard to its bearing one way or another

on the interests of the collectivity of which he 1

is a member." Collectivity orientation is

an " .. (orientation) on the part of the actor

to be guided by the obligation to take directly

into account, in the given situation, values which

he shares with other members of the collectivity

(solidary group) in question. (It is) the

expectation by ego that in the particular choice

in question he will subordinate his private

interests to those of the collectivity."

1 Parsons and Shils, op_. cit., p. 81, 2 Ibid.

- 35 -

"Proolems of instrumental ..(orientation) concern

relationships with alters which ego engages in,

not primarily for their own sake, but for the sake

of goals other than the immediate and direct

gratification experienced in contact with the

object." Expressional orientation, on the other

hand, is"., concerned, not with goals beyond the

immediate action context, but with the organized^

gratification in relation to cathected objects."

The questions incorporated in all three of

the questionnaires pose specific situations in

which there is conflict between two opposed value

orientations. The respondent is required to choose

between the orientations. The problem is then to

determine whether or not the questions have a

cumulative property —i.e., form a Guttman scale,

so that it can be determined whether or not the

questions are all measuring the same variable.

1 Parsons and Shi Is, op., cit.., P. 209. 2 Ibid.

- 36 -

L

THE GUTFBttH SCALOGRAK TECHNIQUE

Our initial decision was that of applying

Guttman's technique of scale analysis to the variables

being investigated. The reasons for so doing were both

methodological and theoretical. 1) We had derived our

variables from Parson*s theory of action and were

accepting therefore his concept of a pattern variable

as a dichotomy. This fitted in with Guttman»s premise

that attributes or qualitative data are not continuous 2

variables and are not to be treated as such. 2) We

were interested in ranking the respondents to the

questionnaires on the variables and thus determining

how well our items met the test of unidimensionality.

3) We were assuming that the orientation areas which

were being investigated contained cumulative items.

-tt is considered possible that only a limited range of

psychological and sociological phenomena have this

"intrinsic cumulative character" necessary for

scalograiL analysis, so that we were also actually 3

testing our assumption of this.

1 Parsons and Shils, O_D_. fiii^ , p. 77. 2 Stouffer, et al, Measurement and Prediction.

3°Edwa^ds^a"0n6Guttman's Scale Analysis," Educational and Psychqloffloal keaaurements. vol. 8, pp. oio-oxo.

- 37 -

4) We wanted a score that would characterize each

subject's responses and that would enable us to

relate his position in the area to outside variables.

5) We were taking advantage of the most recent

developments in qualitative analysis and were testing

their applicability to the data being studied.

Guttman and his co-workers have developed four

techniques of scale analysis. They are: 1) The

least squares method, which is too laborious to apply

to the many items and categories present in our data,

2) The tabulation technique which involves the

graphic representation of each question. This

technique is more rigorous than one of those

utilized, but it requires more beforehand knowledge

of the responses and is not so clear or simple in

its presentation of ranks, errors or conformity to

the ideal. 3) The Cornell technique which was used

in our analysis because of its ability to locate

the error in questions.

1 See Guttman, "The Cornell Technique for Scale and Intensity Analysis," Educational and Psychological Measurement, vol. 7, pp. 247-279 for a clear explanation of the methodology involved.

- 38 -

4) The scalogram board teohnique which was also 1

utilized. All four are based on the scalogram

theory, and all four produce essentially the same

results.

The fourth technique, the scalogram board

technique, was the one most used by the Army

Research Branch, and is seemingly the most useful

and the least laborious. The procedure involves

several basic steps. 1) The initial arrangement

of items .... The responses to the set of questions

being tested for scalability are tabulated. The

order of the questions is determined by the

frequency of "positive" (favorable) and "negative"

(unfavorable) responses. (In our questionnaires

we treated self and instrumental responses as

positive and collectivity and expressional

responses as negative.) Then the questions are

ranked from left to right at the top of the paper

from the question with the lowest frequency of

"positive" (self or instrumental) responses to the

question with the highest frequency of "positive"

1 The term scalogram analysis may also be used to denote the general procedure of the scalogram board technique.

- 39 -

responses. The ordering is then oontinued from

the question with the highest "negative**

(collectivity or expressional) frequency to the

question with the lowest "negative** frequency.

2) The ranking of respondents .... The respondents

are first ranked vertically from those with the

tost favorable responses to those with the fewest

favorable responses. This is accomplished by

applying approximate weights to the answer

categories within a question. (In our case, /Ifor

a "positive■ response, 0 for a "negative" response.

A more complicated weighting scheme as well as

eventual combination of answer categories would

be necessary exoept that we have used only

dichotomous items for content scaling.) The score

of each rank group can be represented by a perfect

scale type. Let N equal the number of questions.

There are N / 1 rank groups or perfect scale

types.

Thus if there are three questions, there are

four perfect scale types which arrange themselves

in such an order because of the cumulative nature

of the questions. For example:

- 40 -

Let X equal a positive response

Least to most Most to least positive responses negative responses

Questions Questions Rank 12 3 12 3 1 XXX 2 XXX 3 XXX 4 XXX

From this illustration one can see the parallelogram

shape of the perfect scalogram.

Any responses which do not correspond to a

perfect scale type are moved to the rank groups

in which they will have the least error — i.e.,

the smallest number of replies that do not conform

to the scale type. Thus:

given: XX-X

possible placements: XXXX one error —X two errors

correct placement: XXXX

There are other rules governing the placement of

responses containing error. Among the scale types:

1) put all scale types with errors in the same

place together; 2) if a respondent will fit into

any of several scale types equally well (with

minimum error), he is placed in that scale type

closest to the middle of the rank order — i.e.,

- 41 -

given response: Im-

possible but incorrect placements: —— XXXX

oorrect placement: —XX

Within each scale type: 3) those respondents with

error near the center columns (the questions with the

highest frequency of positive responses and with the

highest frequency of negative responses) are placed

above those with error further away from the center

columns; (For example:

least to most most to least positive responses negative responses

xni IIX. x XI-X --X- )

4) responses within the rank group are arranged so

that error occurs in unbroken columns or "solid

streaks." This rule takes precedence over all

others. It is important because it helps in

determining the randomness of error.

The scalogram so constructed is tested for

the existence of a scale in terms of four main

criteria: 1) the coefficient of reproducibility

2) the number of items and the number of response

categories 3) the range of marginal frequencies

- 42 -

4) the pattern of error. The coefficient of

reproducibility is calculated in terms of the

amount of error or deviation from perfect scale

types present. The formula is:

Coefficient - 1 - number of errors of reproducibility (number of .(number of

questions) respondents)

It must be remembered, however, that the coefficient

of reproducibility alone is not enough to determine

the scalability of an area. The other criteria 1

must also be taken into consideration.

THE H - TECHKI^UE

It has been suggested that orientations are

not amenable to analysis by a Guttman scale. The

proponents of this viewpoint base their claims on

a criticism of the specific nature of the dimensions ]

which meet Guttman*s rigorous criteria of scalability.

1 For a more complete explanation of the scalogram board technique, see Stouffer, et al, Measurement and Prediction, vol. 4, chap. 4. 2 Tor an example of the extremely specific, non-attitudinal areas to which Guttman's technique can be applied, see Hagood and Price, 2£« cit.. p. 146/.

- 43 -

Questions measuring orientations, on the other

hand, require the respondent to project himself

into particular situations in which the orientation 1

is a subtle, non-factual element. The subject

may respond to the irrelevant specifics of the

questions rather than to the general variable

underlying all the questions on the schedule. The

H-technique is a method, less rigorous than

Guttman's, which makes it possible to measure more

general variables. When it seemed that the

dimensions we were analyzing were too general or

too subtle to meet Guttman's criteria of

scalability, we utilized Samuel Stouffer's

K-technique.

The objective of Stouffer*s technique for

Improving cumulative scales is to make the most

of the information available from basic data.

1 See the questions in Questionnaires #1, #2, and tfZ for examples of the type of question being considered.

- 44 - I

Reduction of scale error and consequent improvement

of subjects' ranking, and greater confidence in

the scalability of the area and in the generality

of the dimension ought to result. The method

simply combines several single items from a

Guttman or Lazarsfeld scale into a new contrived

item.

Guttman requires ninety percent

reproducibility for a scalable area, as well as a

random pattern of errors and fewer errors per

item than the number of positive, or negative,

replies. Many scales have been constructed that

meet these minimum requirements. Sometimes,

however, information is lost in obtaining a scale

through the elimination of items or through the

combination of response categories within an item.

It is possible that out of twelve or so

original questions only four or five form a scale.

It is very probable that unless the scale is

completely reproduced, there cay be overcapitalization

on chance. It is also possible that the small number

of remaining items scale because they have something

(such as content or form) highly specific in common

- 45 -

and so lack the generality in meaning that the

investigator usually seeks. These criticisms

have led to an insistence that ten to twelve items

form an initial scale, no matter how few of these

be selected for eventual practical application.

A ten or twelve question cumulative-type

scale is very difficult to construct, however. As

the number of scale items is increased, the number

of non-scale types is also increased, so that there

is more ambiguity in the ranking of respondents.

The closer the frequencies of some of the original

items, the more likely it is that the rank order

of the items will vary from sample to sample. If

the cutting points of the scale are placed more

widely, these reversals can be avoided.

The H-technique thus uses two or three

items, instead of one, to determine a given

cutting point. The new, or contrived, item formed

by the two or three original questions can be

scored in two ways. An individual can receive a

positive score on the contrived item if he answers

a majority of the composite questions favorably.

- 46 -

Or the conventional Guttman procedure can be applied

to the contrived item, together with other contrived

items, to determine the best cutting points.

The application of the E-technique to data

that fit lazarsfeld's latent distance model (and so

too the Guttman quasi-scalej results in increased:

1) coefficient of reproducibility, 2) Probability

of perfect scale types, 3) proportion of cases

that oan be ranked unambiguously, 4) test-re test

reliability. Although these expected gains are

large, the H-technique cannot be expected to save

situations where the initial item error is much 1

greater than twenty percent.

i-I

'!

QTJBSTHHKUBI #1

The first questionnaire was constructed in

an attempt to test the scalability of the

self-collectivity pattern variable. The Cornell

technique yielded a coefficient of reproducibility

of /.77. <iuestions 24,28 and 31 showed the

greatest amount of error. As result, these items

1 The discussion of the H-technique is based on material recently published in Stouffer, et al, "A Technique for Improving Cumulative Scales," The Public Opinion Quarterly, vol. 16, pp. 273-291.

- 47 -

%

I ■ Ut

ft a

w

I**

I

ffTHf

Jfi

\tr 12

It'

Tjir. ^ ans. ■Errors

2. 3 /o &<ror

■11 G©«(Vic\eo1" of yntpro4u.a'iti\»'V»1

v-a2uu»s1"ion VACS I ionoai < e>

G>vjttt"i rv»a.n i>coJ S«J f - C»H»Q^"'I«I'.4-U Questions

Id

were immediately suspected of being poor measures

of the variable.

The scalogram method was then applied to

the data which yielded a coefficient of 1

reproducibility of /.83. The scalogram was

examined in terms of the criterion for a quasi-scale,

namely that, no matter how low the reproducibility,

there be random distribution of error. Considering

the large number of items, the non-scale types on

this scale appeared to be randomly allotted. It

was concluded, therefore, that a quasi-scale was

present and would be of value in relating the data

to any external variables obtained from other parts

of the questionnaire schedule as well as for the

information obtained from examination of the error.

Questions 24 and 27 were found to have

greater than twenty percent (20$) error while

question 25 was slightly suspect with eighteen percent

1 The scalogram board technique provides for the manipulation of responses to allow assignment to the rank group in which they will have a minimum amount of error. As a result, this method of scalogram analysis yields a slightly higher (usually about 5) coefficient of reproducibility than the less flexible Cornell technique.

- 48 -

(18%) error. Of course too much faith cannot be

placed in the amount of error indicated for a

question by the scalogram, because there are

frequently scale types which will fit equally well

into any of several rank groups, even when the

rules are closely followed. Altogether four

questions out of the ten contained a disproportionate

amount of error. They were questions 24, 27, 28 and

31. (See Questionnaire #1) At this point it

becomes evident that inspection of the scale pattern

alone is not enough. The scalogram must be related

to the attitude variable being measured in order to

obtain maximum value from the technique. The

questions which the scaling process points out as

suspect in terms of error ought to be examined with

reference to the definition of the attitude

dimension being studied. The resulting theoretical

speculations may result in refinement of the

questions or of the definition.

From the pattern of error observed in the

scale area analyzed above, one might suppose that

obligation to the group is not made strong enough

nor specific enough in these questions. It might

I

I

- 49 -

(-a2u_e3i""ionroaui ^e.

.1- -**-*

S7o erro^

/

5

(2 u.*-i

I e i 3.9

very well be that obligation to friends and

obligation to family are different dimensions and

are not both measuring collectivity orientation.

At any rate, these questions were dropped from

consideration in the construction of the next

questionnaire measuring the self-collectivity

variable.

In hope of obtaining an improved scale from

this first questionnaire, the application of

Samuel Stouffer's H-technique to the data was

considered as the next step. The criteria for

application of the technique are: 1} a percentage

of error of no more than approximately twenty

percent or a coefficient of reproducibility of

about eighty percent 2) the initial items

composing a contrived item should have about the

same frequencies 3) a substantial gap between

the contrived items (for example, the gap between

items 25 and 24 below).

These criteria seemed to have been met

well enough in our data to justify application

of the procedure. We had obtained a quasi-scale

I Til

- 50 -

\

with a reproducibility of /.83 with the scalogram,

and the frequencies of the items grouped themselves

in the following manner.

Item 30 25

24 31 28

23 26 27

22 29

Frequency 73) 58)

51) 46) 41)

33) 30) 30)

19) 18)

Range

15

10

The ranges covered by the frequencies within each of

these groups were not approximately equal, but the

frequencies within each contrived grouping were

comparatively close and were less than the gaps

between the categories. Since we were dealing with

dichotomous questions, there was no other way of

manipulating the items in order to approximate more

closely Stouffer's standards.

There were not enough items to allow

Stouffer's suggested triplets, so it was necessary

to have two of the contrived items composed of two

questions each. Both original items in the first

contrived item (questions 30 and 25) had to have

- 51 -

il I

favorable 'self responses for the contrived item

to be considered positive. The positiveness or

negativeness of the triplets was determined by

the majority response. A favorable response on

either of the original items in the last contrived

item {questions 22 and 29) made the new item

positive. Since the range for questions 22 and

29 was only one (1), it is likely that the rank

order of these items will vary from sample to

sample, and it is therefore very likely that these

responses will fall within the contrived item.

Inclusion is therefore made easier. The range for

questions 30 and 25 is fifteen (15), the largest

present. *t is very unlikely that the ranks of

these items would vary, and so inclusion in the

contrived item is made difficult. A coefficient

of reproducibility of /.95 was obtained from this

procedure I This reproducibility is obviously a

considerable improvement over the original /.83

and is well within the limit of scalability

— /.90.

- 52 -

■ i

Notice that the largest amount of what

error there is on this H-technique scale occurs in

contrived item #2, which is composed of questions

24 28, and 31 — all suspect items on the Guttman

scales. This is all the more reason to eliminate

them from any future scale.

No provision was made for the measurement

of intensity in either this first questionnaire

or the second one reviewed by this paper.

QUESTIONNAIRE #2

This questionnaire was administered as a

pretest in the area of instrumental-expressional

orientation. The scalogram technique was applied

to the data and a coefficient of reproducibility

of /.S6 was obtained. There was only one question

(#8) which had greater than twenty percent (20%)

error ana which was suspected therefore of not

measuring the same dimension measured by the other

questions. The errors were randomly distributed

so that the requirements of a quasi-scale were

met. Because the sample of people on whom this

questionnaire was administered was so small (62),

no further analysis was made.

- 53 -

1

QUESTIONNAIRE #3

Questionnaire #3 was first considered in

teru-s of the two separate sets of questions it

eon tallied. The first set of twelve was designed

as a sample from the area of the self-collectivity

orientation. The second set, also of twelve items,

was constructed to measure the instrumental-

expressional variable. In the designing of both

sets of questions we benefited from our experience

in scaling the questions in the first and second

questionnaires.

All of the questions were constructed by

the "fold-over'1 technique, so that intensity of

feeling might be ascertained along with content

in a single question. As a part of this

technique, four alternatives, from "I would

definitely" for the action at one end of the

variable through "I would definitely" for the

action at the other end of the variable, were

1 Ar, intensity scale, which ranks people from strong to weak on a single intensity continuum is usually obtained by following each content question with a straightforward question asking how strongly the subject feels. Alternatives from a "very strongly" to a "not at a«4 strongly" are offered. It is also P0SJjJ*« J°_nt ascertain intensity of feeling along <*£•""** in a single question. This is accomplished by what is known as the "fold-over" technique.

- 54 - 1^

offered. The intensity of feeling would thus

be mo»t strongly expressed in these nI would

definitely" categories and would decrease toward

the middle of the intensity continuum in the »I

would probably" categories. In analyzing

responses for content, however, the two categories

at either end of the content dimension were

combined, so that responses were considered as

dichotomous in regard to content. The cutting

point between favorable and unfavorable responses

to each question was placed arbitrarily in this

manner, rather than by manipulation of the

categories within an item to establish a cutting

point that minimizes error — a part of the

scalogram technique. This decision was based

on the belief that our combination of categories

is more logical than the one established by the

scalogram which could combine the "I would

definitely" replies at one end of the dimension

1 See Questionnaire #3 for examples.

- 55 -

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u.^ s M o nna'i •* w

«ona.o 'caul

s*.i-f - CoiiccjHu;ts cSuc^t: • rt*

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ca

3

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with the -I would probably" responses at the

other end. Thus the scalogram method would allow

the combination of opposite verbal responses

within the same category.

The Guttman scalogram was the first technique

applied to the two hundred responses to each set of

items. Both the self-oollectivity ana the

instrumental-expressional scales yielded a

coefficient of reproducibility of /.83. In neither

scale was there greater than twenty percent (200)

error in any one item. Talcing into consideration

the large number of items (twelve), the

distribution of error was random in each. The

standards of a quasi-scale were thus met, but it

seemed unwise to place much confidence in the

distribution of error among the questions by this

technique. The reason for this was that, once

again, scale types had occurred which, according

to the rules of placement, belonged in any of

-■

1 The procedure of arbitrary diohotomization of questions has been followed by research workers at the Institute for Research in Social Science at the tfclversity of North Carolina. Its applicability in this case was suggested in a conference with Professor Daniel 0. Price.

- 56 -

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several rank groups. Assignment to any one rank

group would result in a different placement of

error than that which would have resulted from a

position in any other of the possible ranks.

In order to obtain a more definite idea

of what items the error actually occurred in, the

Cornell technique was applied to the two sets of

responses of a sample group of one hundred. The

self-collectivity scale yielded a coefficient of

reproducibility of /.79. Most of these questions

would have been eliminated had an examination

been made in terms of the standards of the Cornell

technique for scalable items i.e., less error

than non-error in an item category and twenty

percent (20$) or less error per item. Fewer of

the items on the instrumental-expressional scale

would have been lost. The latter scale yielded

a coefficient of reproducibility of /.76. A

good scale should include items that divide the

population about evenly on the dimension being

measured as well as a few items that elicit

almost all favorable or unfavorable responses.

Yet these were, on the whole, the very questions

ruled out by our application of the Cornell

technique. - 57 -

•'

I

At this point there were several directions

in which we could have proceeded. We could have

constructed new scales for each variable from the

few questions that had met the criteria set by the

techniques which had already been applied. The

small number of eligible questions would have

n^eaiit that the variables would have become very

specific. A great possibility of overcapitalization

of chance would accompany this scaling step. We

ciight have disregarded also the glaring deviations

from the Cornell standards by trying to obtain a

scale on each dimension with the H-technique.

- 58 -

Meantime, however , the responses to the

two Guttman scales on Questionnaire ^3 had been

examined ana a definite positive relationship 1

between the scales seeded apparent. As a

result, we speculated from the analyses of the

Cornell technique and of the scalograms and

from the observed close relationship between the

self-collectivity and the instrumental-expressional

1 bince Guttman claims that attitudes on a manifest level are non-continuous variables, that items with a given scale score all fall at one point on the dimension, and that the distance between the rank groups is unKnown, a product-moment correlation would not be applicable to our data. Other methods of correlation v.ould also prove inapplicable if one would avoid violation of Guttman's basic assumptions. The method of rank- difference correlation would meet our assumptions, but the resulting rank-difference correlation coefficient would be considerably distorted by the cluster of frequencies in each rank group. The twenty-six cell contingency table that would be necessary to obtain Pearson's mean-square contingency (phi2), would contain cells with very low frequencies. Rather than attempt to force the application of statistical techniques to the data, it was decided that dependence on tne observed relationship between the individuals' scores on the two scales would be sufficient.

- 59 -

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scales. Although self-collectivity orientation

and instrumental-expressional orientation are

definitionally different, they seem to have an

Inherent relationship which makes them appear 1

in conjunction in a concrete situation. Both

variables yielded scalogram coefficients of

reproducibility of /.83. It is possible that

we had been too abstract in our definitions,

and that actually both sets of items were

measuring the same thing on a more concrete

level. The apparently close relation between

the scales indicated that they were measuring

either the same or very closely related

variables.

V\ortcing from this premise, we corabined

the items from the two scales. The Cornell

technique was applied to these combined items

in an attempt to measure the scalability of

the new dimension. A coefficient of

reproducibility of /,76 was obtained, making

1 See the earlier section in this paper which discusses the pattern variables.

- 60 -

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coefficient of - 1 --S4-, 700

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this new variable verj. close to the twenty percent

error areas for which Stouffer's H-technique was

designed. The H-technique was applied and yielded

a coefficient of reproducibility of /.91. Ctoce

again application of the H-technique resulted in

considerable improvement in reproducibility,

although in this case one would be more cautious

about assuming the presence of a scalable area

since there seems to be some consistency in the

pattern of error.

In order to apply intensity analysis, an

area must prove scalable for content (the

coefficient of reproducibility must be at least

/.90), although a scale or a quasi-scale of the

intensity component is sufficient. Since both

the first set of questions (the self-collectivity

scale) and the last set (the instrumental-

expressional scale) of Questionnaire #3 yield

coefficients of reproducibility of /.83, neither

dimension is scalable so that neither meets the

first requirement for application of intensity

analysis. The scale which combined the two

sets of questions yielded a reproducibility

coefficient of /.91 with the H-technique, but

- 61 -

the randomness of error was questionable, thereby

throwing suspicion on the scalability of the area,

'.vith a basic assumption unassured, it seemed

unwise to proceed with an intensity analysis.

There seemed to be little difference in

the scalability of the orientation areas being

studied. The self-collectivity orientation area

and the instrumental-expressional area both

proved themselves to be unscalable in terms of

Guttman'i technique, although this technique did

produce quasi-scales in both areas. Application

of Stouffer's H-technique to the self-collectivity

variable did produce a scale — and one with a

quite acceptable coefficient of reproducibility.

The observed relation between the scale scores

(on each dimension) of a large group suggested

a very close relationship between the two

orientation areas. The apparently close relation

between scales which both yielded the same

Guttman coefficients of reproducibility (from

the group of two hundred respondents to

Questionnaire #3) suggested that the two variables

fright merge at a less abstract level of definition.

I

- 62 -

This hypothesis was acted upon when the questions

originally designed to measure the separate areas

v.ere combined to form a sample of items from the

new, more concrete variable. Application of the

Guttman and H-technique to the responses in this

new area revealed that once again the Guttman

technique yielded only a quasi-scale which was

improved to the point of becoming a scale upon

use of Stouffer's H-technique.

These indications suggest several

alternative hypotheses. The similar results

and close relationship of the scales laeasuring

the orientation areas may be accounted for by

the possibility that the questions are not

measuring two separate pattern variables —

the self-collectivity orientation and the

instrumental-expressional orientation. The

questions designed as samples from these two

orientation areas all may actually be measuring

a third variable which may not be defined in

Parson's scheme at all. In other words, we

have no direct check on the external validity

of our measuring instruments; indeed, there is

- 63 -

no known external criterion with which they may

be validated at present. Of course other hypotheses

may also arise from this lack of direct validation.

For instance, one scale may be measuring what it

is supposed to measure, while the other fails

completely, or both may be measuring the orientation

area for which just one was designed, etc.

One may hypothesize, on the other hand, that

Guttman scales were not obtained simply because

"orientations" are not amenable to the basic

assumptions of the Guttman scaling technique.

Seasoning along this line would lead one to suspect

that the improved scales resulting from application

of the H-technique are merely the result of

over-capitalization on chance or of the less

rigorous criteria inherent in the method. Since

Stouffer's technique is a relatively new

development, it has not as yet been subjected to

the test of time and authority. Through many

and varied applications of the method, the reasons

and their ramifications for the improvement of

the Guttman scale may be adequately explained.

- 64 -

I/.eanwhile, still another hypothesis may be

entertained; namely, that the questions one must

use to measure orientation areas contain some

situational, specific elements that have no

particular relation to the underlying variable,

but which do interfere with the subject's response

to the basic dimension. The underlying variables,

on the other hand, are very general and subtle.

A possible conclusion is, therefore, that the

orientation areas under study seem to be

especially amenable to application of the

h-technique due to these characteristics. If

this is the case, our work then indicates that

the H-technique for improving cumulative scales

is a promising new approach to scaling in this

area.

- 65 -

Jfc*-1

BIBLIOGRAPHY

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CORRECTION

PRECEDING IMAGE HAS BEEN REFILMED

TO ASSURE LEGIBILITY OR TO CORRECT A POSSIBLE ERROR

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„.cCormick, T., "Note of Validity of Mathematical Problems in Social Research." American Sociological Review, 1945, 10: 626-631.

...chemar, ^., "Opinion and Attitude Methodology." Psychological Bulletin, 1946, 43: 239-369.

L.otz, A.B., "The Role Conception Inventory: A Tool for Research in Social Psychology." iii,.erlcari Sociological Review, 1952, 17: 465-471.

Schuessler, K.F., "Item Selection in Scale itnalysis." American Sociological Review. 1952, 17: 183-192.

Siiiith, M., "An Empirical Study of Prestige Status of Occupations." American Sociological Review. 1943, 8: 135-192.

Stouffer, S., E. Borgatta, L. Kays and A. Henry, "A Technique for Improving Cumulative Scales." The Public Opinion quarterly. 1952, 16: 273-291.

Taves, M.J., "Analysis of Covariance in Social Science Research." American Sociological Review. 1950, 15: 373-331.

Thurstone, L.L,, "Attitudes Can Be Measured." American Journal of Sociology. 1923, 33: 529-554.

Thurstone, L.L., "The Construction of an Attitude Scale." American Journal of Sociology. 1928, 33: 544-547.~

Thurstone, L.L., "The Theory of Attitude Measurement." Psychological Review. 1929. 36: 222-241.

~=--:^ -::::... aerie*. 1950.

Criteria f:r -.--._-. _i* -.: = _ . _ .

T. ~ ;- -- z

[jei . . _ • - - i i - - - _..-:_: . _ . .

I

nallin, P., "Cultural Contradictions and Sex Role " American Sociological Review. 1950

288-293. " ' ' 15

Hang, C., "Suggested Criteria for Writing Attitude Statements." Journal of Social Psychology 1933, 3; 367-373. ' ***** **y-'

Winch, rf., "Hueristic and Empirical Typologies." American Sociological Review. 1947 13: 63-75. '

st- IS mtervisv'er's name As JJ-^L,

+.m4.<*a -,

r OCCUPATIONAL tJOSTIOiiiUStU

Case number S*J

_round data

e ar. dress' form, or if rural, county *^L^, & . /. <£ . •jtate JU Country''

\. . ■ long have you lived there ? p _years 3- here have you lived the most oart of your.life'

fovoij or if rural, county .^i-K^^i ^s ■ Jtate /T • 3 •

It- .here were you born' ■Jtate A- ^' A ■ <* ■ Country at nearest birthday _^A_yrs.

rital status' i-arried , Single ^_ iligion* Catholic^ Protestant *S

, ilngaped_ Jevish _<Jerish i iQ^^u^.)

- nor at .C fi.t 4. g. ^ . , A^_^-^^; ^t*—~v 9- Have you ever had a summer job outside of your home- yes ^ ,no 10 If yes, -hat kind of job(s)

description of job . location of job .ife^^tA ^ &kfc t-rtrrUV- ' 'fl*-<-*- {xi*-<^ I Ac

•■ x /!»*-&. O^ud. ^^U^A, M ^*4.-L^~U. fr*-<^<

■Jf-*-*-*-**., ii\

U Is your father!

living . 1^ '-foere(to-m or county, state) ^C^-iCU^ \1* ■ uead 'hen (Year) divorced (from your mother) ~ -hen? (year)

12 In what year vfaa your father born? 7"% 8-5 13 'here did he grow up? State 7f lli Is your mother'

' U I Country

,,'^Aa;—c&u. Living >/ ~/here?(toYm or county, state) '-'cad 'hen?(year)

15 In "hat year i:as your mother born'.'' / 9& 3 16 .here did she grow up? State ifss>.* .„* * Country

117 ^o you have a step father or a step mother'*' father " .'hen did. he marry your mother? -•other .hen did she marry your father?

.at brothers who are older than you beginning vith the oldest (if sten put Jl after age)(-rite on back of .sheet if necesrary)

S) age ^_education/«a''^fc>.^t^ic/*'occ. ++-,r*^v married • . loc ^ *-*-/c^>. -

CORRECTION

PRECEDING IMAGE HAS BEEN REFILMED

TO ASSURE LEGIBILITY OR TO CORRECT A POSSIBLE ERROR

intern over's name H^j^j^-^t

OCCUPATIONAL JJi&TIOKHAIhi;

&- £ »<U*g i

^ase number -f~V

.it. rround data

e addressI fo*m, or if rural, county otate x. »*/*^ 4*U JL, JL Country

- . • long have "rou lived there' &>■

years - re have you lived the most nart of your.life'

i'o-TI, or if rural, county -><S^ew to - 'tate A ■ 3. ■ "

_- here were you born' otate xtejc /T ■ .<? • Country

- ; at nearest birthda1/ > A yrs. :- • irital status ; tarried , Single 7-..eli"ion- Catholic Protestant */ ■ ijor at iC' ^

_£__> iingaged. Jevish @*s>i~L+.)

,no 7- Have you ever had a stunner job outside of your home' yes ^ ,i 10 If yes, --hat kind of job(a)

description of job . Location of job

'

i_ Ly^ 4^^%

...,,, x.

A. __ ■J\- &* -Ad A«-h/ • -" -^

U Is your father1

living t^- where (tern or county, state)_ -Jead -'hen (Year) divorced (.from your mother)"- -hen? (year)

12 In what year was your father bom"' /"*% ^s~ 13 'here did he grow up? State 71 .,?. Country 111 Is your nother'

living S uead

•here? (town or county, state) &? ^0-~A^,J ^C</■ _'hen? (year)_

15 in vhat year was your mother born? / ?J J 16 -here did she grow up? State -fr^ w JO you have a steo father or a ste;

Father. • other"

■„? if**.,. cou"try_ p mother'

Tien did he marry your mother? 'hen did she marry your father?

-st brothers who are older than you beginning with the oldest (if step put 1/ » after ape)(--rite on back of sheet if necesrary) p)age j±_ed\xco.tlon/a*-**.* "i&ZZr'occ. +*-*-r»^r married • loc ^t*^t -

19 List sisters i;ho are older than vou/beginning -dththe oldest ij W md._/v?l ^^ . pec. ^h^J^T^.^ arried^ f loc.

-^

-J List brothers who are younger than you beginning with the oldest a^e _/£_ed. / / *-^.^ ,. Occ. M+ Zo^*^ Lurried loc. 7,

~

21 list

.-•»..—-

sisters who are younger than you beginning with the oldest e - pd._ occ. married loc.

Jto_cori?Lict Questions '°'7 ,'m Soing to describe to you some real life situations in r/hich a choice & ™st be made bet-veen two alternatives, Ihere is no right or irrong ans-'er. ->ome people -;iii choose one alternative, others will choose the other. I would also

Tor you to use your best judgment in telling me what your mother would ■vise in such a situation and what your father would advise in such a situation,

Ci?*6 7nether answers are in terms of real parent or step parent) (Indie

f. aire is a 16 year old high school girl fron a family that is pretty veil exi financially. Although she receives an allowance, she wants to earn some teah-m°ney l?UrinC the summer. Both of her parents see this as an opportunity for •/hihu Claire to assume more responsibility but they disagree on the area in

■mien she needs to develop this trait. One oarent feels that Claire should take cl •nore of the management of the household (planning meals, cooking, shopping, , fnin" UP> etc,) and be paid for it, giving as the reason that after all she ent th"6^ to know tnese things vrhen she was older and married. Her other par- Mro i^ she should Get a job outside the home so she can learn how to take

re of herself in any situation.

Interviewer's name ,'j.j. Ji,. 2L. Case number J~^

c

1- -hich of these views do you agree --ith? Responsibility in the home

^ Responsibility outside the home 2- .hich view wouldJOVX mother emphasize if she -..-ere advising Claire

V Responsibility in the home b

liesponsibility outside the home 3-mich would your father emphasise if he were advising Claire? Responsibility in the hone

\/ Responsibility outside the home

i had a lonely life and had made few friends. After graduating from collet she went right onto get her I .A. derree and got a job teaching hiFh school in a snail town. There she net two girls her own age who were also teachers. The three became good friends, lived together, and vent around with the sere crowd of boys. At the end of a year Jean was offered a much better

lng and norc promising iob at another school $00 miles away. Jean could not decide whether to take this job and risk being lonely and unhappy in order to advance her career or to stay where she had found real security in friendship.

1- "hich would you do if you were Jean? Stick -ith friends T ^ Take better job

2- v:ich would your mother advise Jean to do? y Stick with friends \ Take better job

3- -'hich would your father advise Jean to do? Stick with friends

L/ Take better job

2li- In a certain high school a special committee was appointed by the faculty to revise some of the school rules. This committee voted to establish a ser- ies of changes in the rules which two members of the committee thought would be very unfair. They objected in the meetings and tried to show the basis of their objections but the other members could not be convinced. The two mem- bers agreed that things could not continue as they were but they made different decisions in regard to what action they should take next...One decided to eo alonn with the committee and stop voicing her objections, She thought that after all one person's judgnent could not be relied on that strongly and that she should let the majority opinion rule. The other girl resigned from the comnittee and wrote an article in the student newspaper telling why she disagreed with the committee's policy on rules. She felt that she could not conscionciously continue to be associated with a group whose stand on an im- portant issue she disagreed with so strongly.

1- 'hich of these two girls do you most agree with? -r let majority rule

' .V resign from committee 2- 'hich of these two girls' positions would your mother want you to take •

f* %/ let majority rule ^- resign from committee

3- hich of these two girls' positions would your father want you to take? let majority rule

\/ resign from comnittee 25- ->usan was a business major in college, ^he planned to work as a secretary

w .«.«. ~* lob sue really *J*rgc city. Juring Susan's senior year, however, it was discovered that her IJil had tuborculosis and would have to go to a sanatorium for an indefinite wngth of time. This left Susan's father to care for her younger brother of hn -i?cr father "as financially able to hire someone to care for the house and ™-r little brother, but Susan felt that both her father and her brother needed per a, hone. Susan had to decide \-hether she should give up her ambition to

.joecome a successful business woman with a really interesting and challenging 'jr.1" orr-'cr to help her family, or whether she owed it to herself to go on

■ith her plans since perhaps a good servant would bo just as much help as she vould b° to her father and' brother.

1- If you wore Susan which would you do? stay at home ___£__continue plans

pretend that Susan's family lived ncr.t door to your family... 2- .hat would your fcitiiatK say Susan should do? (mother;

y stay at home _continue plans

r c

i- '.mat would 2'our father say Susan should do? J- - stay at home

_continue plans

L

■ricmsr's nar.c JJ JU £j^^ ft - .

Case number 3M- - try is majoring in Chemistry and is doing excellent norl: in a lab course.

ich test this semester, she has made top grades. In fact, there has been a considerable gap between her grades and the next highest. She has come to feel the resentment of the other girls and is very worried by this situation.

Btfora bctweon two alternatives- Should she continue to work at her too capacity despite the dislike of the other girls because she believes that a -:rson should do her work to the best of her ability. Or should she Icr.'cr her standards to the point of making good grades, but not £Ke best in the class, cecausc it is more important to bo liked and accepted by ones classmates than to alr.*ays work at top capacity*

1- If you were Lary which would you do? ^ do best job

lower standards for friends 2- 'hich would your mother think was more important for a girl like l.iary?

do best iob sy^ lower standards for friends

3- .•hichrwould your father think was more important for a girl likrj Kary? y do best job

lower standards for friends

J

t I

27-Peggy was from a middle-sized town in ilorth Carolina, ^ho had graduated from collepe and carried a college graduate from another state. It happened that he res offered a job in Peggy's home town and a job in a town of about the same size in a neighboring state. The jobs were equal in all respects and they •ere in branch offices of the same company. John left the decision as to which job to take un to Peggy* Peggy looked at it this way: In her home town she and her parents are rather well known and liked. There she would, see her long tine friends frequently and be XKXJCXKHXI: living near her parents. In the other town, out of the state, they would be starting out _completely on their

-., Leading their own life, and making their own place in the community.

1- If you were Peggy vrtiorc would you prefer to live? A \j in home town ^ in another to- n

8* „ .- ••en pretend that Peggy's family lived next door to your family

2- ./here would your mother think leggy ought to live? 0 V in home town

3-T "in another town

jrc would your father think Peggy ought to live? </ in home tcr:m

in another town 25- GTOUD A and group B arc putting up candidates for President of the Student

Sody. Grow, A has nut up two candidates for election, but it has become ap- parent that'the vote of the student body will be split between them thus giv- ing group 3 r.lth only one candidate an advantage. It is also apparent tnat Jane, one of Group A's candidates has no intention of -ithdrawing. Joan the other Groun A candidate, faces this dilemma! Should she withdraw from the race in order to PIVC her group a better chance of winning the election. Or should she stay in the race and hone to ran because she feels she is more qualified for the job than the other candidates?

1- If you were in Joan's position which would you do? i/ withdraw from the race

stay in the race .,, . ,_,. -x *J„„ 2- That would your mother think a girl like Joan should do an this situation

w^"'withdraw from the race

r\

stay in the race 3- lv\t would your father think

___^ja their aw from the race stay in therace

girl like Joan should do in this sit"

*\ * Grouo of girls had roomed on the sane floor at college and were very close {rtends.1 After graduation they all took civil service jobs latteM"JJgncy. ftey nont thru their training period together and wero ^hen sent to a small J* of the wa? town where there was little to do ino girls ■£• tbo best of tt*ngs and enjoyed each other but the town itself was dull. After a while two ?* the giris had a chance to be transferred-each one to » difxercnt fe r^c city. *■ Wp girls make different decisions. The first girl accepts the transfer -«o o.-o girls make different decisions. «» ***«« »~*-^"-*"- ^ . not =ven though it means leaving her close college friends because g£ Joes not like the town she is in. The second refuses the transfer ^c" ^^^C *°^ H't like this location because the more exciting experiences in th© city would

ittlc to her if she wore not able to share them with her friends. 1- -'hich of thcpo girls' decisions do you most agree wiuu

. Wcicccpt transfer

X

"refuse transfer >,„-+'? 2- Tiich of these girls' decisions would your mother think was Pest-

accent transfer refuse transfer .. vx reiuse transicr *.VJ-J v^ct?

3- -hich of these girls' decisions would your father think was DCSX.. \/ accent transfer refuse transfer

%uj&£y- Case ;u-.'i:r ■- <-/

nta had been able to pay for all her college expenses. How uation, Betty was planning to '-ork and save ever-' penny toward

I is problem as she sees it* ->incc she did not have to nork , she should put off her plans for graduate school indefinitely

r extra money to help pay Jane's expenses above tuition...or sine -rk and earn th_ rest of her expenses, Betty should not jeopardise

-: should go right on saving her money for graduate work.

1- rhich pf these alternatives vould you choose if you -'ere Betty? ft V^nolp sister save for graduate school

2- "ihich "v;ould your mother think Betty should do * y/" help sister

save for graduate school

n }- Ihich -ould your father think Betty should do?

yhelp sister save for graduate school

- popular 17 year-old high school girl. She has recently been '---, .-,•■■ o is a very sDU^ht after bov at school. Her vor,

-ting this particular boy because they feel he is irresponsible Dd th - do not think that thoy and Laura -ould really enjoy having him in their hone. Laura asks herslof: Should she stop dating Dick and turn her

. to those bovs whom her parents would like and enjoy too, or should Line dating Dick, believing that what her family thinka doesn t natter

feels about a boy is -"hat should count-

It If you Tore Laura which -/ould you do? p \S stop dating Dick ^- continue to date Tick ^

2- -hat :ould your mother say Laura should do- p y/stop dating Dick ^- continue to date Dick

3- ..hat -.ould your father say Laura Should do*1

A V stoo dating Dick ^ continue to date Dick

-ICE ? 32- -hat do you nlan to be doing next year at this time-

school </ job marriage

33- If all conditions wore ideal, what -ould you consider the perfect occupation?

3I»- That then, is your fantasy job. No* what job do -ou rc^i3^nf-(1^/or' (rite up'on separate sheet and attach. Be sure you ^J^M****

:tors: technical content, location, responsibility ior People, rcsponsi bilif for job, independence, personal contact, prestige Ox joo;

35-Out

Giri LOthor Father

M M &

:rs: technical content, location, rcspo.isxuxxx^y x«i £"£?! by for job, independence, personal contact, prestige Ox joo;

Outside of the fact that the work is inter: sting to JW» £**of the fol- lowing things do you feel are the nost important *?/°,^J?

toY^

0£XcJ job? ..hich docs your mother think you should consxdcr^first•

(Bank in ordor of importance) ' Chancca for adva.acci.icnt ■> the pay 3 tho ppcplo you vould be working with

36- Suppose you were married and had no ^^V^a^vI^pSlomt^ney that his iaco-n. is quite adequate to support ^/g^SX^ to,7ard -,-ork- asidc. Undor these circumstances what would your attitude b- t-orrar

^ l^^ouxdlref^^to work outside and devote your ti* to your hus-

2- £uS£?Srt to work outside the home and devote your tine to making fritcndTahd doing community club '.orK.

3- ould prefer to have a full-time job outside of the hone m ore r to feel that you arc doing something on your own. ..

U- .ould prefer a oart-tinc job which although not as interesting as a full" tine job -.-ould xmr give you s one thing to ao.

•'hich would your mother think was best, •nich wouad your father think was best?

('rite in number) Girl d Kothor I Father^ —r

Case nunber __- Intcrvii/,'-r's name_

BACKGROUND s#SSTI0NS 37- hat cradc in school did your nothor complete? Attended grammar school

■^•Attended high school finished high school Attended coll finished college

Graduate or professional school

J8- .'as your mother cnploycd at a paying job outside of the home before she married

"~71'oS

39- If yes, -,/hat kind of Trork did she do? ______^

5 your moth.r had a full-tiTc naying job outside the home for at least ■o years at any time in the last ten years?

I.s, for _yc ars

:-~ifycs, v»hat kind of job -as it? (full description)

li2- 'fas your mother had a part-time naying job outside of th; homo for at least 2 years at any time in the last ten years? J'.s, for years

-3- If yes, TThat kind of job was it? (full description)

i- To v.-hat community organisations does your mother belong? (mention social, Political, religious, business or professional, community service, etc, as alternatives)

n her club activities -.;ould you say she is ;

_cxtrencly active _ictivc only slightly active inactive

• - 'hat grade in school did your father complete? (check only one) Attended grammar school Attended high school __^_-',inishefl high school ^-/fe^o/cy b*a-*-£S"*f -*■/ s*-4oo/ &J-/U*, J,.& ffr**'- J /• Attondod college &

Finished college - Graduate or professional school

'•'■- 'hat is j'our father's occupation? (get previous occ. if retired) EXACTLI

*>• 'hicli of your parents do you feel understands you the best? /"Other

'o -pfc?*hthcr

w" ■OUCh of "our parents' advice do you usually take? , j -other

5c ,-i K-J'r-thcr

*- ''hich family member speaks most of your having a. career after college?

a %—1^±^^ p -nich family member spcak3 most of your getting married and having a home , J*tor college? /^B /.^ /r/aHLw

;.:ich parent speaks most of your having a career? J other

C-> --, . '^thr-T PJ- /hich parent speak? most of your getting married and having a home? i othjr

_ Jath-.T -> i- nich^brothcr or sister speaks most of your having a career? _fi"tcr (->ut age)

5r-_-c-^?rothcr (Put age) /& •nich brother or sister speaks most of your getting ia. rricd and having a home? —fcsSistor 'rut age) ^2- Brother (put age)

Ur. juestion one_

Suopose that two events were scheduled for the same night at a college. One was a ballet and the other was a lecture entitled ''Morals for Moderns'1. Suppose too that the dancers and the lecturer are both outstanding and that neither the dance program nor the lecture will be repeated

VJ1HCH OF THESE T70 EVENTS "70ULD YCU ATTEND? I would definitely attend the ballet. I would probably attend the ballet,

""I would probably attend the lecture on "Morals for Moderns", I would definitely attend the lecture on "Morals for Moderns".

Now suppose that at the last minute still another event was scheduled for that same night. It was a lecture by one of the most outstanding people in your chosen occupation which you knew would be of helo to you both in your course work and your future occupational plans.

IF YOU HAD TO CHOOSE BET.JSEN GOING TO THE BALLET AND THE LECTURE BY AN OUTSTANDING PERSON IN YOUR FIELD, *fflICH '70ULD YOU ATTEND? I would definitely attend the ballet,

""I would probably attend the ballet, I would probably attend the lecture by an outstanding person in my

chosen occupation, I would definitely attend the lecture by an outstanding person in my

chosen occupation.

IF YOU HAD TO CHOOSE BET-VEEN GO DIG TO THE LECTURE ON "MORALS FOR MODERNS" AND THE LECTURE BY AN OUTSTANDING PERSON IN YOUR FIELD, VHICH 7QULD YOU ATTEND?

would definitely attend the lecture on "Morals for Moderns", would probably attend the lecture on "Morals for Moderns'1,

I "I would probably . "I would probably attend the lecture by an outstanding person in my "chosen occupation, _I would definitely attend the lecture by an outstanding person in ray "chosen occupation.

"uestion two

Two college girls were discussing their reasons for attending a "get-together" to which majors in their department had been invited by the majors in the same department in a near by sirls school, ,

One girl said she was going because she liked to meet and mix with people. She enjoyed talking to them and she just liked social occasions.

The other girl said she was going in order to meet others in her field, bhe wanted to talk "shop" with them and find out how their department differed from her own and perhaps learn something more about job opportunities in her iieia.

IF YOU /ERE GOING TO ATTEND THIS GET-TOGETHER WHICH GIRL'S REASONS FOR GOING WOULD BE MOST LIKE YOUR OWN?

I would definitely be more like the 1st girl who was going because she

Il^oul^p^bably^^ore like the 1st girl who was going because she liked oeing sociable, . „v~

I would probably be more like the 2nd girl who was going because she

^Jc^Sl^defSte'S^Mre like the 2nd girl who was going because she wanted to talk "shop".

A third girl entered the discussion and said that she was going ■* to the 'get-together" because she thought she ought to V^Sd/mixwi?h Seonle,

had really rather not go she thought she should get out and mix with people, especially with those in her own field.

IF YOU HAD TO CHOOSE BET :EEN THE REASONS OF THE= 1st GIRL AND THE 3rd CTRL, • HIGH GIRL'S REASONS FOR GO KG WOULD BE MOST LIKE YOUR 0,/N?

I would definitely be more like the 1st girl who was going because she

^Sl^^bKl^be^ore like the 1st girl who was going because she

_ltuirpr^bablyabelemore like the 3rd girl who was going because although she had really rather not go, she thought she ought to ^ s^iable. I would definitely be more like the 3rd girl who was 8°?^ because 6"

she had really rather not go, she thought she ought to be sociable.

TF YOU HAD TO CHOOSE 3ET.2EJ THE REASONS OF THE 2nd GIRL AND THE XEBBXX 3rd GIRL, 7HICH GIRL'S REASONS FOR GOING lOULD BE .MOST LIKE YOUR O'VN?

I would definitely be more like the 2nd girl who was going because she wanted to talk "shop", I would probably be more like the 2nd girl who was going because she

wanted to talk ''shop". I would probably be more like the 3rd girl who was going because al-

though she had really rather not go, she thought she ought to be sociable, 1 would definitely be more like the 3rd girl who was going because

although she had really rather not go, she thought she ought to be sociable.

fliestion three

'ith finals over and graduation day ahead, two seniors were looking back on their college life and began talking about why they were glad they had been to college, i'ary said she was glad she had been because a college degree and the training back of it are essential for getting a good-paying and interesting job.

The other girl, Jane, said that although a college education might prove useful to her too, looking back on it she was glad she had been to college mainly because she had had such a wonderful time. She said she wouldn't take anything for the just plain fun she had had in school,

IF YOU WSRE LOOKING BACK ON YOUR COLLEGE EXPERIENCE HIICH EXXX10BX GIRL'S IDEAS 70ULD BE MOST LIKE YOUR OWN?

I would "been to job. I would

"been to job. I would

"been to I would

"been to

definitely be more like the 1st girl, frary, who was glad she had college because college training was essential for getting a good

probably be more like the 1st girl, Mary, who was glad she had college because college training was essential for getting a good

probably be more like the 2nd girl, Jane, who was glad she had college because she had had such a wonderful time, definitely be more like the 2nd girl, Jane, who was glad she had college because she had had such a wonderful time.

A third girl, Joan, said that she had a still different reason. She said she was glad she had been to college because it had broadened her in so many ways, She felt it had been one of the richest experiences in her life and had made her grow as a person,

IF YOU HAD TO CHOOSE BETWEEN THE IDEAS OF THE 1st GIRL AND THE 3rd GIRL WHICH YiDULD BE HOST LIKE YOUR OTTO? I would definitely be more like the 1st girl, kaiy, who was glad she

""had been to college because college traininggwas essential for getting a good job. , I would probably be more like the 1st girl, Mary, who was glad she had

""been to college because college training was essential for getting a good job. I would orobably be more like the 3rd girl, Joan, who was glad she had

""been to college because the experience had broadened her and made her frow asr a person,

would definitely be more like the 3rd girl, Joan ....

IF YOU HAD TO CHOOSE BET-VEEN THE IDEAS OF THE 2nd GIRL AMD THE 3rd GIRL "MICH V/OULD BE IDST LUG YOUR CO?

I would definitely be more like the 2nd girl, Jane, who was glad she had ""been to college because she had had such a wonderful time.

. I would probably be more like the 2nd girl, Jane. I would probably be more like the 3rd girl, Joan, who was glad she had

been to college because x* the experience had broadened her and made hor grow as a person. .

I would definitely be more like the 3rd gxrl, Joan.

■Question four -3-

Two college girls are planning to be grammar school teachers but they want to teach for somewhat different reasons, Now you may or may not plan to teach but imagine for a moment that you do.

One girl said! "I want to teach grammar school because young children's per- sonalities can be molded and shaped for better or worse and I want by examine and guidance to heli :ome strong, well adjusted people".

Another gd want to guide children too, but I /ant to teach mainly because I love little children and they love their teachers. It is sc wonder- fully satisfying the way young children respond to you and appreciate every lietle thing you do,"

IF YOU PLANNEDTO TEACH IN GRAMTAR SCHOOL WHICH GIRL'S REASONS YOULD BE MOST LIKE YOUR O'/N?

I would definitely be more like the 1st girl who wanted to mold the per- sonalities of young children,

I would probably be more like the 1st girl who wanted to mold the person- alities of yemg children, I would probably be more like the 2nd girl who loved children and the way

they responded to her, I would definitely be more like the 2nd girl who loved children and the

way they responded to her-,

A third girl who is also planning to teach in grammar school entered the discussion and said: "Education is one of the most necessary and important things in the world today and I want to teach in grammar school because if children don't get a good foundation, a higher education just won't "take" with them,"

IF YOU HAD TO CHOOSE BSTTSEB THE REASONS OF THE 1st GIRL AND THE 3rd GIRL '.HICH "70ULD BE MOST LIKE YOUR 07/1-1?

I would definitely be more like the 1st girl who wanted to mold the per- sonalities of young children,

I would probably be more like the 1st girl who wanted to mold the person- alities of young children,

I would probably be more like the 3rd girl who wanted to give young child- ren a good foundation so a higher education would "take" with them, I would definitely be more like the 3rd girl who wanted to give young

""children a good foundation so a higher education would "take" with them,

IF YOU HAD TO CHOOSE BETTEEN THE REASONS OF THE 2nd GIRL Aiffi THE 3rd GIRL IiICH TJOULD BE MOST LIKE YOUR 0-/N?

I would definitely be more like the 2nd girl who loved children and the way they responded to her. I would probably be more like the 2nd girl who loved children and the

way they responded to her, „ ,n. I would probably be more like the 3rd girl who wanted to give young child- ron a good foundation so a higher education would "take with them. I would definitely be more like the 3rd girl who wanted to give young children a good foundation so a higher education would "take with them.

jjestion five

. Suppose that in the college annual, a little was written under each senior's fiarae describing her main traits or characteristics. Margaret was described in the following way: "She is a girl with high morals and she puts them into oaixy practice." .

Mary, another senior/ was described this way: «7ith her efficiency and resourcefulness she gets things done. She makes honor grades and in going places m her field."

IF YOU 3EOE '..'ERE BEING WRETTBi UP IN THE ANNUAL WHICH MXXKKg GIRL'S TRAITS HAD YCU RATHER HAVEA ATTRIBUTED TO YOU?

I would definitely rather be like fcargaret whom they said had high morals and put them into daily practice. . . morals I would probably rather be like Margaret whom they said had high morals

I _fwoSS P^ooabTrafher bTlike^ry who, they said was efficient and was

^^fdellniw'rit^'be *** ** "h om ** Said -" 9ttU^ "* was going places in her field.

A third girl, Elizabeth was described in a still different way: "She is poised and composed, pleasant to be with and always gracious .

■4l-

IF YOU HAD TO CHOOSE HAD YOU RATHER HAVE THE TRAITS OF l'ffiGARET OR TZABSTH ATTRIBUTED TO YOU? '-^WutM OR

I.would definitely rattier M like Margaret whom they said had gh morals and put :,-.-; j.toto cea

T would probal ■ be like Margaret whom bhey said had high als and pu lce<i

' v-ould wobably rafcl b lizabeth whom they said was poised, racious and pleass ,'ii ..

I would definitely rather be like Elizabeth whom they said was poised, gracious and pleasant to be with.

HAD YOU RATHER HAVE THE TRAITS OF HART OR OF ELIZABETH ATTRIBUTED TO YOU?

I would definitely rather be like Mary whom they said v.'as efficient and was going places in her field.

I vrould probably rather be like Mary whom they said was efficient and was going places in her field, I would probably rather be like Elizabeth whom they said was poised,

gracious and pleasant to be with. I vrould definitely rather be like Elizabeth whom they said was

poised, gracious and pleasant to be with.

"uestion six

Tvro college girls were discussing whether or not t*ey liked to play their favorite games in a spirit of competition

One girl said she did not like to play with a competitive spirit(unless it ras purely a joking one) because she piayed entirely for fun and it vrould ruin the game to have to be thinking about the game and trying to win all the time.

The other girl said she thought an element of serious competition in a game m a £ood thing because it gave her more incentive to play up to the best of her ability and to try to increase her skill,

'THIGH OF THESE GIRL'S IDEAS ARE MOST LIKE YOUR OSN?

I would definitely be more like the 1st girl who does not like to play with a serious competitve spirit because she played entirely for the fun of it.

_I vrould probably be more like the 1st girl who does not like to play with a serious competitive spirit because she played entirely for the fun of it.

I vrould probably be more like the 2nd girl who likes an element of ser- ious competition in a game bedause it made her try to increase her skill,

I vrould definitely be more like the 2nd girl who likes an element of serious competition in a game because it made her try to increase her skil

A third girl entered the discussion and said that she liked an element of serious comoetition in a game because it made her stick to the rules and practice good sportsmanship —you learned to be a good loser as well as a good winner.

ARE YOUR OWN IDEAS ON THIS MORE LIKE THE 1st GIRL'S OR THE 3rd GIRL'S? I vrould definitely be more like the 1st girl who does not like to play

with a serious competitive spirit because she played entirely for the

I would probably be more like the 1st girl who does not like to play with a serious competitive spirit because she played entirely lor ine

IUwo!*d1pr,obably be more like the 3rd girl who liked an element of serious competition because it made her stick to the rules and practice good sportsmanship, ,., . . »*

I would definitely be more like the 3rd girl who liked an element of serious competition because it made her stick to the rules and practice

good sportsmanship, ARE YOUR O'/N IDEAS ON THIS MORE LIKE THE 2nd GIRL'S OR THE 3rd GIRL'S.

I would definitely be more like the 2nd girl "h°.^J^Le"he^skJll°f

__ra Scsyg srarjrtAJgs ass sg ^ comoetition because it made her stick to the rules and practice good

^wouS^nSitely be more like the 3rd girl fj^^f-f^rfctice serious competition because it made her stick to the rules and practice good sportsmanship.

-5- aiflfction seven

Two girls in a dorm were discussing how they felt about the girls on toe hall dropping in for a visit.

One girl said she enjoyed an occasional visit but in general the girls came in ill too often when she wy trying to get some work done and she was afraid she made it pretty plain that she didn't want to be interrupod and have to talk to them.

The second girl said she loved for people to stop by and that she would be worried if the didn't. She said that unless she was really terribly pushed she was never too busy to stop and talk awhile.

■■mCH OF THESE GIRLS' ATTITUDES IS MOST LIKE YOUR CT7N?

I 7/ould definitely be more like the 1st girl who said that the girls came 'in too often when she was trying to get some work done. I would probably be more like the 1st girl who said that the girls came in too often when she was trying to get some work do«e. I would probably be more like the 2nd girl who said she loved for people to stop by and was rarely toobusy to talk I would definitely be more like the 2nd girl who said she loved for peoolc to stop by and was rarely too busy to talk

A third girl entered the discussion and said she didn't do much visiting hersol- but that when somebody stopped by when she was busy she tried not to think of it as a waste of time but as a worthwhile experience.

IS YOUR O'fN ATTITUDE KORE LIKE THE 1st GIRL'S OR THE SX 3rd GIRL'S?

I would definitely be more like the 1st girl vho said that the girls came in too often When she was trying to get some work done. I would probably be more like the 1st girl v/ho said that the girls came in too often whon she was trying to get some work done. I vould orobably be more like the 3rd girl who tried not to *hink of it as a waste of tire but as a worthwhile experience. I would definitely be more like the 3rd girl who tried not to think oi it as a waste of time but as a worthwhile experience.

IS YOUR a'/N ITITUDS TORE LIKE THE 2nd GIRL'S OR THE 3rd GIRL'S? I would definitely be more like the 2nd girl who said she loved for people

to stoo by and was rarely too busy to talk. ^..i. I would orobably be more like the 2nd girl who said she loved for people to stop by and was rarely too busy to talk. I would orobably be more like the 3rd girl who tried not to think of it as a waste of time but as a worthwhile experience. I would definitely be more like the 3rd girl who tried not to think ol xz as a waste of time but as a worthwhile experience.

"jucstion eight

Two girls, both of whon were average students, did not go * ^JJ0"^* oollep during the Thanksgiving holidays. The two girls did different things

^iLlTpent most of her time working on a term paper and doing sons.course reading because she 1ix±aiHixftMixxh]«xxHjA^ knew she would do a better 300 she worked over the holidays. ... m . „r%,,tlj n„+ her life

The other girl soent So holidays doing many things to round out her lile which she didn't have time for when classes were in session, jje -CM so ious literature, caught up on current rffxxxaJc affairs, listened to music ana did other things that interested her,

IF YOU HERE IN THIS SITUATION TOUGH GF THESE GIRLS :OULD YOU BE MORE LIKE? I would definitely be more like the 1st girl who spent her time on her

course work so she could do a better job on }■*• t± n her I would probably be more like the 1st girl who spent her time on

course work so she could do a better job on.it. ± m I would probably be more like the 2nd girl who spent her tim

things to round out hcr life. , h g erit her time doing many I would definitely be more like the 2nd gin wno »p

things to round out her life.

A third girl who was also an average^stutoA-and^o was ^S^UVbST at school spent most of her time just letting down. *»J? t£ k lifc caSy, because movies, browsed around in the reading room and in genera* she felt she really needed a rest from the grind.

-6-

IF YOU HERE IN THIS SITUATION V/DULD YOU BE MORE LIKE THE 1st 0130. OR THE 3rd GIRL? I would definitely be more like the 1st girl who spent her time on

her course v.'ork so she could do a better job on it, I would probably be more like tho 1st girl vino spent her time on ' her course work so she could do a bettor job on it. I would probably be more like the 3rd girl who took life easy because

she felt she really needed a rest from the Grind. I would definitely be more like the 3rd girl who took life easy

because she felt she really needed a rest from the grind,

IF YOU 1ER3 E! THIS SITUATION rKJULB YOU BE VORE LIKE THE 2nd GIRL OR THE 3rd GIRL?

I would definitely be more like the 2nd girl who spent her time doing many things to round out hor life, I would probably be more like tho 2nd girl v/ho spent her time doing

many things to round out her life. I would probably be more liko the 3rd girl who took life easy because

she felt she really needed a rest from the grind. I would definitely be more like the 3rd girl v/ho took life easy because

she felt she really needed a rest from the grind.

yjstion nine

Three college girls wont to Europe one summer. Prices were low enough for all of them to buy a good many artistic objects — pictures, leather work, carvings, etc. The girls differed, however, in their reasons for buying them.

One girl said that although she would keep some of the things, she bought them primarily to give as wedding and Christmas presents.

The second girl said that she would use a fow as girfts to special friends v-hc uould value them as much as she did, but that she had bought them primarily because she loved beautiful things and wanted to own them.

7HICH OF THESE GIRLS' REASONS WOULD BE MOOT LIKE YOUR O./TJ?

I vrould definitely be more like the 1st girl v/ho bought the artistic objects to give as wedding and Christmas presents, I would probably bo more liko the 1st girl v/ho bought the artistic objects to give as wedding and Christmas presents. I would orobably be more like the 2nd girl v/ho bougut the artistic

objects because she loved beautiful things and wanted to own tiiem. I would definitely be more like the 2nd girl who bought ohe artistic

objects because she loved beautiful things and wanted to own them.

The third girl said that sho bought things from the different places she visited in Europe primarily because they would remind her of her various exper- iences on the trip whenever she looked at them,

WOULD YOUR OWN REASONS BE MORE LIKE THE 1st GIRL'S OR THE 3rd GIRLS?

I would definitely be more like the 1st girl who bought the artistic objects to give as wedding and Christmas presents. .-M-M- I would orobably be more like the 1st girl rho bought the artistic objects to give as wedding and Christmas presents. rpmind I would probably be more like the 3rd girl v/ho bought them to remind her of her various experiences on the trip.

S*! 'SSAESSSS* b. „ere like the 3rd girl *e bought the. te reBind her of her various experiences on the trip,

T/OULDY YOUR OWN RSASNS BE MORE LIKE THE 2nd GIRL'S OR THE 3rd GIRL'S?

I would definitely be more like the 2nd girl wh°^y* ^^J^ objects because she loved beautiful things and wanted to o_m them.

I would orobably be more like the 2nd girl who bought the artistic objects because she loved beautiful things and wanted to om them.

I would orobably be more like the 3rd girl v/ho bought them to remz ~"hcr of her various experiences on the trip. ^ ht thpm to remind

I would probably be more like the 3rd girl who bought them to re

|i

ner of her various oxperiences on the trip,

-7-

x stion ten

It was late at night and the bull session was getting serious. Throe college girls' conversation had turnud to a very general subject which you night call their "philosophy of life".

The first girl said: "I think the main thing in life is "adjustment", A •jerson should be well adjusted in life and well balanced. One should not ask for nore than she can have and she should be able to take life as it comes".

The second girl said she didn't agree with this. She said: "If you make adjustment the most important thing you will never do anything creative or achieve anything of importance, I believe that throughout life a person should always set higher and higher goals for herself and strive to attain them, She should take advantage of her opportunities and try to make something of herself.

IHICH OF THESE GIRLS DO YOU MOST AGREE WITH?

I definitely agree with the 1st girl who thinks a person should be 'well adjusted and well balanced, I probably a^irce with the 1st girl who thinks a person should be well adjusted and well balanced. I probably agree with the 2nd girl who thinks a person should always set

higher and higher goals for herself and strive to attain them. I definitely agree with the 2nd girl who thinks a person 3hculd always

set hfegher and higher goals for herself and strive to attain them.

The third girl said she did not agree rath cither of the others. She saidJ T think too much emphasis is put on striving for this and that and adjusting to life. To me life'was put here to be enjoyed and appreciated. One should got pleasure out of living, not work at it. Life is so short and so few people really appreciate its offerings."

DO YOU AGREE MORE 7XXH THE 1st GIRL OR TIE 3rd GIRL?

I definitely agree with the 1st girl who thinks a person should be roll

f ^ebablTa^^S^ist girl who thinks a person should be well

_fj5bSirWt*Sl5^ Cirl who thinks life was put here to be

_T8SL%/%£?Sth'the 3rd girl who thinks life was put here to be enjoyed and appreciated,

DO YOU AGREE MORE IX WITH THE 2nd GIRL OR THE 3rd GIRL?

_I definitely agree with the 2nd ^^ ^^^^^^^^'^

_iiS8S a«h tftflffSf&l liTe was put here to be

_rffiniSlaS?LCXwi?2,the 3rd girl who thinks life was put here to be enjoyed and appreciated.

&

•Jdc*e-V*-/T=. ^^

_1 _

Interviewer's namc_

ISTIONS

1_ Hone address: Town, or if rural, county ;tate _or country if other than b'..'J.

2- here have you lived the most part of your life? Tornij or if rural, county State _cr country if other than U.o.

tt last birthdayj years

It-Iferital status: married j single j engaged .

ligious preference: Catholic Jewish . rotestant YJhat denomination?_

6- • a jcr at TC«

7- Is your father: Living 'There? (town or county, state) Dead "hen? (year) Divorced from your mother .Tien? (year)

3- Is vour mother: Living | lie re? (tovn or county, state)_

id hen? (year)

Case no

- lease list the ages of your sisters, beginning with the oldest (living)

none

10-RLoase list the ages of your brothers, beginning with the oldest (living)

none

11- Mother's education: attended grammar school attended high school finished high school

_attendcd college or business or trade school after high school college graduate graduate or professional school

12- Has your mother had a full-time paying job outside of the home for at least two years at any time in the last ten years?

_ycs, for

no years

- If she did have a job, tell exactly what kind of job? Where? Doing exactly what? 13- T*

-2- Intervicv.'cr's initials Case no

Hi- C-ivc the names of the three clubs or organizations that your mother is most active in-

VL Ho-: active is she in these clubs or organizations? extremely active very active

"""—moderately active_ ' only slightly actiie

15- Father's education: attended grammar school

""""""attended high school finished high school

attended college or business or trade school after high school """""^college graduate

graduate or professional school

17- hat is 7°ur father's occupation? Please describe in detail. If he does more than one' thins tell about each job and then underline mo one from which he derives the most yearly income.

GO ON TO THE HEXT PAGI i

1_

Interviewer's initials Case no

The following questions Tfill consist of descriptions of some real life situations in which a choice most be made between two alternatives. There are no right or wrong answers* Some t>eoole will choose one alternative and other people will choose the other. (Please read all of the question before checking and make sure you check where you mo to check)

an

is a senior and a physics major in college. She has done outstand- work in that field and plans to go on to graduate school. Her family is

financially able to send her to any school she chooses, Anne wants very much to go to a large university located more than 1000 miles from her hone,

ause it has the best physics department in the country and is the only ce that offers the particular courses she wants. Her mother, however,

is in poor health and Anne's father has told her that her mother would rest much easier and be happier if Anne went to a nearby university for her

luate work. Anne debates:

Should she go to the far array university in order to take advantage of the best training available and to get the particular courses she wants?

Or should she go to a nearby university in order to have her mother rest easier and be happier?

3RE IN ANNE'S SITUATION THIGH TOUID YOU DO?

I would definitely go to the far away university I would probably go to the far away university

would probably go to a nearby university would definitely go to a nearby university

2- Two girls had roomed together in college and were very close fricnas. tor graduation they took civil service jobs in the same agency and were

sent to a small out of the way town where nothing of interest was going on. The girls made the best of things and enjoyed each other but the town itscil ras dull, Thev both applied for a transfer but only one of the girl s applications went through. She has a chance to fill the only vacancy in an office loc-ted in a city some distance away. Knowing that it would be highly unlikely that her friend could got transferred to this same office, she wonders what to do?

Should she accept the transfer and go to the city where she will have many more cultural and recreational opportunities, even thougn it mean, leaving her friend behind?

Cr should she refuse the transfer out of consideration for her friend, whom she does not want to leave stranded m this dull town, and^hope that eventually both of them can be transferred to anotner place together.

IF YOU IER3 Ii! THIS SITUATION V/HICH TCULO YOU DO?

I would definitely accept the transfer and go to the city 1 would probably accept the transfer and go to ttie oxg

—I would Probably refuse the transfer and stay on in «« ™wn ~I would definitely refuse the transfer and stay on in the town

I

-It- Initials Case no

tty'8 parents had_been able to pay for all her college e:cpenscs. Now after graduation, Petty is planning to work and save ever;' penny toward putting herself through Graduate school. Betty'8 younger sister, Jane, is going to enter college in the fall, but the family has suffered a serious financial set-back and can only pay for Jane's tuition and nothing else,

- is faced with this problem as she sees it:

Since she did not have to work while at college, she should put off her plans for graduate school indefinitely arid send hi_r extra money to help pay Jane's expenses above tuition,

Cr, since Jane can work and earn her expenses above tuition, Betty should not jeopardize her mm career, and should go right on saving

r money for graduate work.

. r- JETTY'S SITUATION VJHICH 'TOULD YOU DO?

I would definitely send the money to Jane I would orobably send the money to Jane

—I would nrobably save the money for graduate school I vould definitely save the money for graduate school

garet is a math major and makes top grades in her class. Two of her friends who live dorm the hall are also majoring in math. On the night before the final exam they come in and ask her to explain some complex new material they had been given toward the end of the semester. They say they

n't worried much about it before because they thought they could figure it out tonight, but they can't, and they are afraid they will not do veil 0:1 the exam if they don't master it. How Kargaret has been studying hard all term and hoecs to make an "A" in the course. She is not planning to co over the nor.' material tonight because she had known it was difficult mid had worked hard to learn it earlier. Instead, she is planning to review the first Dart of the course and then go to bed early so she will be fresh for the exam. She knows that it will take several hours or more to exolam the new material to her friends. 3he hesitates before answering them and thinks:

Should she give up her ovm study plans and devote several hours to explaining the material she has already mastered to her friends so they won't fall do:,-n on the exam?

Or should she keen on with her own study plans and toll her friends that although she would have heloed them earlier she just can't help them tonight; She would do this because she feels she should not endnneor her own chances for doing well just because her friends dido t ao their studying early enough.

I? YOU THE DJ MARGARET'S SITUATION WHICH v/OULD YOU DO?

I vould definitely help my friends I would probably help my friends I would probably go on with my own study plans I would definitely go on with riy own study plans

I

-5- Initials Caso no

5- Susan is a business major in college. She hopes to get a job in a large office and work up to a oosition as private secretary to a big busi- nessman. 3usan is from a small tov/n and although she can got a job at homo sho kno:.rs that the kind of job she roally r.'ants can only be found in a city. fA the end of Susan's senior year, it is found that her mother has tuber- culosis and ..111 have to go to a Janatoriurn for an indefinite length of tine. This vri.ll loavo Susan's father to care for the house and her little brother of 12. Her father is financially able to hire someone to care for the house and her little brother, but Susan feels that both her father and her brother need her at homo. Susan has to decide:

'Ihothor she should give up her ambition to become a private secretary to a big businessman and stay at home in order to help her family.

Or whether she ov/cs it to herself to go on with her plans since perhaps a good servant vrould be just as much help as she would be to her father and brother.

IF YOU MaS IN SUSAN'S SITUATION ..HIGH 70UID YOU DO?

I would definitely stay at home I vould probably stay at home

~ I would probably go on to the city I would definitely go on to the city

py is majoring in chemistry and is doing excellent work in a lab course. In fact, she'docs so well that there is a considerable gap botwoen her grades and the next highest, and this means that she always get3 the only "A" in the class* She has come to feel the resentment of her friends in the class who feel that they could make "A's" too if she weren't so far out in front. She is very worried by this situation .and wavers between two alternatives:

Should she continue to "crk uo to her top capacity even though it bo hurting her friends' chances for getting "A's" because she

believes that a person should do her work up to the best of her ability.

Or should she lower her standards a little and not make such outstanding grades because sho believes that consideration for one's friends is more important than always rorking at top capacity.

IF YOU -/ERE T ' I ART'3 SITUATION WHICH flDULD YOU DO?

I would definitely continue to work at top capacity 1 would probably continue to work at top capacity 1 would Probably lover my standards a little_

"I would definitely lower my standards a little

-6- Initiols Case no

Frances and Join arc seniors in college. They arc both planning to work several years before they get married. The two girls have different

30ns, however, Tor planning to work:

Fr-mcos wants to work because she is looking forward to a fe:1 vcrs of being independent and on her own. She feels that she had rath r not mari"/ until she has had the experience of doing something suc- cessfully In her own right.

Joan does not especially -rant to work before she gets married, but she* plans to do so because she feels she owes it to her parents. Her parents feel that since they have sent her through college to prepare her for a job that she should work at least a few years to utilize her training.

17 YOU TORE PLANNING TO ".'ORK SEVERAL YEARS BEFORE GETTING KARRIS), THIGH GIRL'S REASONS FOR FORKING ./OULD BE LORE LIKE YOUR C"..T

I would want to work definitely for the exoerience of doing something successfully in my own right I would -.'ant to work probably for the experience of doing something successfully in my own right I would want to work probably to satisfy my parents

1 --ould want to work definitely to satisfy ray parents

Two colicpe professors' wives both have 10 and 12 year old children and also have part time jobs outside of the home. They have different

sons, however, for working:

Mrs, Jones says that the, only reason she is working is to supplement the family income. 3hc says that she does not like to work and that she had much rather spend her time taking care of her children, if she did not feel that the family needed the money she earned she would gl-dly stop working.

Mrs. Brown savs that she is also working because the family needs the income, but that actually this has given her the °PP°^it/ to do what she prefers to do anyway. 3hc says that she had rather vork than stay at home with the children till the tine.

: H! THIS SITUATION, V/HICH T7IWS REASONS FOR WORKING .'OULD EE .ORELIKE YCUR CMJTC

I -ould definitely agree with Mrs. Jones who says the only reason she is working is to supplement the family income.

fwou?d proiacly agree 3th Irs Jones who says the onlyreason shp is working is to supplement the family income. „«-,-

I would Soiably agree with Irs. Brown who says that the family's needing the extra income has given her the opportunity to do

what she prefers to do anyway. . .. I would definitely agree with >rs Brown wao says that• J£e

family's needing the extra income has given her the oppox J to do what she prefers to do anyway.

j

-7- Initials Case no

Two married vomen whose children arc all in high school have been forking as secretaries for about a year. They both like their jobs very ruch, 'ith the money they are paid they buy clothes for themselves and

'■- children and employ someone to do their houscvork for them. Their husb?nds, hovev.:,r, object to this arrangement because they think the mothers should be at home at lunch time and in the afternoons when the children come in from school. They think the mothers should give up their jobs because they ought to be at home at these times. They leave

final decision up to the mothers:

One mother decides to give up her job as her husband rashes (cve.i though she doesn't want to) so that she can always be at home whon the children come in.

The other mother points out to her husband that the children are beinP "ell looked after, that she sees them at supper and at ni^ht and that therefore, since she likes •rorkir.g, she intends to continue at her job.

IF YOU "TERE IN THIS SITUATION tfHICH V/0U1D YOU DO?

I vould definitely give up the job J "ould probably give up the job I vould probably continue at the job

I vould definitely continue at the job

10- Jccn's husband is in the insurance business and since their marrir.se . has boen helping him with his paper vrofk at the office. But ^an had

in art at college and now she has her big chance. She is offered ob designing book jackets for a publishing company in the city v*ero

she had worked at a less interesting job before she was married, oho .-ants very much to take this job because it is work She enjoys ana has b-on trained for and her husband's office work is tedious aid ^interesting.

msband, however, would like for her to continue helping him bccausc he feels that she lias learned the ropes and has the best ^crcsts of the business at heart. lie doesn't want to have to train a rne.; assistant and thinks that an "outsider" would never be as conscientious MJean. He admits that strictly financially they would come out about even either way. He leaves the final decision up to Jean, who debases.

Should she take the designing job because it is ™rk that shc especially likes and that vould give her a greater sen,e of personal accorpli3hr. ;nt ?

Or should she refuse the designing job and continue to help her husband since that would make things easier A or mm.

IF YOU ;/ER3 LI JEAN'S SITUATION THICH '7D0LD YOU DO?

I would definitely take the designing job 1 vould probably take the designing job I vould probably continue helping my husband

-. .,'■, x.!_..„ helping my husband "I vould definitely continue

-G- Intervicvrar's initials Case no.

11- hrs. X is marriod and has two children beginning high school. After several years of serving on the local, and state executive boards of the AAU"/ (Aicrican A3sn. of University 7omon) she has now boon aOpointod to the national executive committee of this organisation.

Is very proud of having worked her way up to this position and wants to recent it. She is worried, ho-ever> over whether sic should take on a -job that -'ould require the major ocrtion of h and nocessitrte frequent absenses from home since she has her two high school a children to think about. She is financially ablo to hire a servant but she rs«

Jhou.1d she accept the position and hire a servant to relieve her ' some of her home duties because she fools that she should pursue

the --or!' that she is most interested in .and haa shown herself to K superior in?

Or should she refuse the position (cv,.n though she would like to have it) because she feels she owes it to her husband and children to devote the major portion of her time to then?

EOT "./HIE III KSS. X'S SITUATION TiIICH 70ULD YOU DO?

1 would definitely accept the position I would probably accept the position I would probably refuse the position

"I would definitely refuse the position

12- I rs X • akes up vdth a cold. Her husband had been planning for them to "o on a fishing trip together that day. She docs not like to fish and she would like to stay at home and get rid of her cold. Her husband, how- ever, although he would understand, would be very disappointed if she didn t ro, for he enjoys taking her on his infrequent fishing trips so much. Mrs, X debates s

Should she go with him in order not to disappoint him even at the risk of getting a worse cold?

Or should she stay at home and take care of herself and plan to go with him on his next trip?

IF YOU fERE IN mZ, X's SITUATION WHICH TOOLD YOU -00?

I -rould definitely go with hlffl I rould probably go with him ~~~I would probably stay at home

I -.-ould definitely stav at home

HOT THESE KEXT qJESTIONS hILI BE A LOTUS M)T BUT THHffl CAN STILL E3 NO RIGHT QU FffiOMG I

-0_ In it i-.Is Case no

Supoosc that two event3 arc scheduled for the sane hours at the college, f-np is a party given by your dorm for the girls in another dorm and the other is a lecture by a "..-ell known parson in your field.

(U «AD TO CHOOSE BBHSM THESE EVBtJTS, YrilCH VfOULD YOU ATT31ID?

I vrould definitely attend the dorm party 1 vrould probably attend the dorm party ■ "I would probably attend the lecture 1 would definitely attend the lecture

Suppose that in the college annual a little is -.-ritton about each of the graduating seniors.

■ arv is described this way: "V.'ith her efficiency and resourcefulness she gets things done. She makes honor grades and is going places m her field."

Jane, another senior, is described this -.'ay: "She is poised and charm- .1 always pleasant to be with."

-.HIGH 0? THESE GIRLS HAD YOU RATH31 2Z LIKE?

I had definitely rather be lite 1-ary who is going places in her

fhad'probably rather be like Mary vtoo is going places in her field. 1 had probably rather be like Jane v.-ho is always pleasant to be >ath. 1 had definitely rather be like Jane who is always pleasant to

"be with.

rith finals over ?nd graduation day ahead, two seniors are looking back " ,. theiJ cel]?S life aS begin talking about why they are glad they came

to coll'.

life.

The other girl says she is glad she c^o to collie because of the won- derful friendships she has made and the good times she ana nei have had together.

I? YOU 7ERE LOOKING BACK OU YOUR COLLIE LIFE THJII GIRL "101113 YOU 1 OST .IT!!?

I vrould definitely agree with the first girl who is glad she came to college because she learned so much _ I would probably agree with the first girl ./ho is glad she came college because she learned so much t I vrould probably agree with the second girl ./ho is glad she erne

-college Lcaus/of the f-Jg^'SSfSl *>**•* she came I would definitely agree with the second gtrA w L VES£'taSS S tne^nderfui friendships she rn.de

-10- Intervie-.rer's initials Case no

Tuo college girls arc planning to teach in elementiry school, but it to teach for somewhat different reasons.

One girl Bays* "I want to teach in elementary school because I love little children and they love their teachers. It is so wonderfully satisfying the way they respond to you and appreciate every little

ing you do.1'

The other ''irl sayss "I want to teach in elementary school because education is a vital force in the vrorld today and I want to be in on the ground floor. If children aren't taught to think early in the game a higher education just won't 'take1 with thein."

TT TOT ^R3 PLA1 IBB TO TEACH IM ELEMENTARY SCHOOL \HICH GIRL'S R &CH TOULD YOU MOST AGREE TTITH?

I -rould definitely agree with the first girl who '.-rants to teach because she loves little children and the ray they respond to

I wouldeSobably agree with the first girl irho -..'ants to teach because she loves little children and the way they respona to

IhSullCDroeaDly agree with the second girl who wants to teach because she believes children should be trained to think early

i^ould^dSinitcly agree with the second girl who wants to teach because she believes children should be trained to think early

in the game

« Two college "iris pre discussing their reasons for attending a '■ -et-to.ethS" to which majors in their department have been Invited by

the same department in a nearby girls' school.

Sfi? B\»«C!SA

,SS srw ass.

Ih, other cirl Ufjfg" BjttWlS SfCthS dSLnt SSorl^^roi^'p^n^0.^^ noro about 3oo opportunities in her field.

IF YCU' ma GOMJ ro THIS GET-TOGETHER -THICH GIRL* REASONS FOR GOLIG

•.GULD YOU 1,'OiT AGREE ".TTH?

I would definitely agree with the first girl who is going because she likes being sociable. ± ± because

I vrould orobably agree with the first girl .mo b

she likes being sociable. . ± going in order I -rould probably agree with the secona girl vno is b

to talk "shop". sreond "irl who is going in I vrould definitely agree with the secona gir*

order to talk "shop".

-11- Intc rv icrrc r' 3 init ial s Case no

7-

T--o college girls are planning to be nurses in a large hospital. ■PV, „ have somewhat different reasons, however, for choosing this occupation. (5 you probably do not plan to be a nurse, but imagine for the moment

t you do) One eirl --ants to be a nurse because she thinks she would enjoy her relationship with her patients. She feels that since nurses are the most important people in the lives of hospitalized patients that rmrscfl are in - position to do so much to make them hanpy and content and the patients in turn are so appreciative of understanding and attentive nurses.

The other girl -'ants to be a nurse because she is interested in the medical field. She wrnts to be in on the discussion of cases, watch orations and in general participate as much as possible in the more strictly medical and technical aspects of her job.

TF YOU fANTED TO BE A NURSE, 'WHICH GIRL'S REASONS FOR CHOOSTCG THIS OCCUPATION fOULD YOU MOST A0B3E WITH?

I Wuld definitely agree vrith the first girl who thinks she would

"YttfyagTSS S£ S fiKJ* .ho thinks she would ""?S£i£S?S2 5S S SSftlg fo is interested in

-^STaSaS^^-WS » is interested in the more strictly medical aspects of the iield

Two "iris in a dorn .are discussing ho* they feel about the girls on the hall dropping in to visit with them.

One Sirl says that she enjoys these visits up to a point,but that sometimes tL girls come in W^J^Y%^%£*m

to work.

The oth« girl .ay. «»t^^SSl^JS^^VS^

girls on the hall who stop by.

IP YOU .ERE IN THIS DISCUSSION 3HKH GIRL WOULD YOU MOST AGREE ,/IPH? some-

"Then the girls come in she can't help being eager small talk and get back to "?;*. irl who says it -ould be

-I ^dS inSd^shfwas'So bu^lhS she couldn't enjoy

WSJ deSnSly afree with the second girl who sy. it^ to "a rare day indeed if she WAS so Uutf » » « sharing some small talk

-12- Intc rvicrre r' a init i al s Case no

■v college ^.irls r;ct into a discussion about why they like people.

One girl 8oya sne li^08 P©©plG because she likes to try to figure them out analyze thorn. She "says that you can learn a lot from people too, that you can never Ret in books.

The otter girl seys that she doesn't have a "reason" Tor liking poople, ghc V ..:, She sa,rs she just enjoys people without wanting to analyzo them or learn from them.

I? YOU 7IERE IK rHIS DISCUSSION, WHICH 0BL TTOULD YOU M03T A0R3B riTHV

T. would definitely agree rath the first girl vrho likes people be- cause oho likes to try to analyze th^m and learn fron the

T ,rould nrobably agree with the. first r.irl who likes people occav.se she likes to try to analyze their, and l^arn fra

1 r-ou'a nrobably agroe rath the second girl-.'ho doesn't have a reason for liking people, she just onjovs them

1 -ould definitely agree with the second girl who doesn t have a reason for liking people, she just enjoys them

iw, -iris are olanning to get lobs as technicians in a large lab where thev wiS b" viking ai'cside of but not directly with other people, They Sgin to talk abcAGthc other girls who will also be working there.

n™ sirl sars she hooes she likes the otter girls, She says she would

SfiEarAwe awtr?cop13 she " a groat deal to her hov: she felt about the other gxrls.

I? YOU -« TUm* TO BE A LAB TECHlIICIAi!, /HIGH GIRL'S ATTITUDE !MU> YOU ;ooT &GREE .Tim

I would definitely agree rath the first girl.*hosays she would hot be happy at her job unless she really liked the JthwgftJ^

I would probably agree rath the first girl wnc>*<*?

be happy1 at her job ^"^seSi Si 25 ^ays tha? as long

—LTTlSffffi SPtt SJS'-S'SS^i great^eal to her ho,

f^js&s; ss Sti'sar'fys Si «*?.£■ as she liked her work it "ould not matter a grea* she felt about the other girls

-13- Interviowcr' s initials Case no

Two Kirls are planning to go to Europe next summer. They have somc- l0" *at different reasons, however, for wanting to go.

One girl say3 she Hants to go to Europe in order to learn about prc- ■«nt conditions over there and to find out more about Europe in -enoral. She savs that traveling is one of the best learning exper- iences anyone could have.

The other girl soys she intends to learn fro,,! her trio too, but that traveling for her rould mean mainly pleasure, ohc wants to meet some of the peopDe and just drink it all in,

p YOU TSRE PiAMUHO TO GO TO EUROPE WHICH GIRL'S BEASOHS FOR rANTHJQ TO GO VOULD YOU K.3T AQREE .ITH?

I iTOuld definitely agree with the first girl -.-ho wants to go to 3urS» to find out about present conditions over there and to

learn mere about Europe in general I Sad WObably agree with the first girl rfco •.-.'ants to go to £ureS to find out about present conditions over there and to

learn no re about Europe in general «..*«,.»*« T SH nrobablv agree with the second girl v,ho wants to go to

* "° -P "^; tn l^rn but mainly because she would enjoy it, TUr-ou?dnieSnUoi? agreS vfth the 'second girl who rants to go

—to 'SSooe La orde? S learn but mainly because she would enjoy It

* .iidr^^^^ » *' One girl says: ?en 1 think ^ vhat^ant in^ildrenj thank

J^TSFS^^ 2S they are po-.-

The other girl says: ., want a couple office kids £« ~»-J chcorful and make US happy. J don ^h nlc cn_ ^ gc

a°*S SKfffi^^dSi^ iy children to friss out on it."

IF YOU -mz w THIS Discussion «* OIRL ;OULD YCU MOST AGREE ran i*v thr> first Pirl who wants her children

T v,ould definitely agree with the first gwx to learn the neaning of d^cipline B hQJ. childrcn

I would probably agree with the first gin

"^&a£^"^££Sg««•,ho ronts hcr chl1 ron I would definitely agr«« ..*•» --",,■

"to get a hick out of things in childhood

5 -1U-

Intc rvic. :cr' s initial s Case no

It is late at night and the conversation is getting serious. I-o *2~ in—a airl-?' conversation turns to a veiy general subject vMch you migh t

cSl their "Philosophy of life"

One eirl Bays* "I believe that throughout life a person should al set hifher'and higher goals for herself and strive to attain then. She should take advantage of her opportunities and try to make some- thing of herself."

Thn other "irl says: "I think too much emphasis is put on striving for °OP1S.

J To no life -..rs put here to he enjoyed and appreciated. oi ihould get pleasure out" of living, not vork at it. Life is so short and so few people really appreciate its offerings."

I7 YOU •;ER3 Li THIS DISCUSSION MICH GIRL :/DULD YOU MOST AGP.EE V.TTH?

T -ould definitely agree with the first girl v;ho thinks a person shoSd always set higher and higher goals for herself and strive

T^uld^robably agree With the first girl who thinks a person should alv'ys set higher and higher goals for herself and strive

I^Sf orobably agree with the second girl *hO thinks life was

^r^^^^^^^t^ girl -o thinks life nas put here to be enjoyed and appreciated.

(Please choc,- to see if you have answered all the questions up to here)

:F YOU .III, GIVE THIS BACK TO THE INTERVIEW, SHE ,TU ASK YOU A IE/ iTIOKS.

-15- Lntorvicwcr' s init ill s Case no

r-iTIC:-., TO B3 ASKED BY THE B1TERVIE'..,ER (Instructions to interviewer ire in parentheses)

1_ lh.it arc the three clubs or organizations on campus that you devote the most tine to? jo ,rou hold on office in any of these clubs? If so, what office? Approximately how many hours a week do you devote to each of these organizations'

of club or organization Office held if any

Appro::, hrs. per v

KG.' HERE ARE SOI E JJE3TIDNS ABOUT YOUR FUTURE PLANS — FIRST A RATHER 0EN3UL OIJE (Phrase the following question exactly as printed here)

2- Trv to think of all the thing3 you hope to do in life. Now Ylhat is the one thing you hope to do that would bring you the greatest sense of self satisfaction

(Record her answer word for word, putting probes in parentheses)

Do you feel that doing this rrould be enough to bring you a complete sense of self satisfaction? (If she says "no", ask:) \hat else?

Do you feel that doing these two things would be enough to bring you complete self satisfaction? (If she says "no", askO "/hat else?

2 07 THESE NEXT JJESTIONS 'AY COVER THINGS YOU HAVE ALREADY SAID, BUT IB "Al'T TO AJK YOU ABOUT THEti SK3CIPICALLT. 3- Supnosc you were married and had no children. You and your husband agree that

his income is adequate to support you and -ven to put some money aside. Under these circumstances, which of the following activities, besides house .orK, had you rather devote most of your time to: (Check only one;

1 part time job outside of the home 2 full time job outside of the home 3 community club work and/or church work u "an active social life 5 doing things at hone that especially interest me

(If she chooses the last one, askO .hat sort of things?

-16- Intcrviowor'3 initials Caao no

K.Tf rll conditions vcrc idoal, exactly vrtiat occupation vrould you really like to hr.vo? (if she says "mother" or "houscrdfo" record, and then ask, "Besides this do vou have any nonoy making .job in mind that you would re-11/ like lo have?")

ell that is the job you would like if all conditions •■ere ideal, nov; what occupation arc you realistically hoeing for?

(if she says "mother" or "house..-ifc" record, then ask for money making job)

st her to be as specific as Possible)

(If the first job mentioned is different from the second job, ask:) Ihy don't you expect tc have the first job you mentioned?

(record ansver v.-ord for --ord, if only one reason is r;ivcn ask for others)

- ■ -ssume that you arc Going to get married and are going to hive children. assumi fat you r.-ould not absolutely have to vcrk at any time in order

to help support the family. Now toll re at which of the fcllo-dng tines you Uld like to have a full time paying job outside of the hone.

(Check as many times as necessary)

after you arc married and before you have children ""after your children arc old enough to go to school

after your children got in high school """"after your children leave home for college, marriage, or jobs

"don't want a full time job at any time after marriage

6-About hot: many children do ?/ou think you ••ould like t o have?

7-Could you bell mo what your main reasons for having children -.-ould be?

8-ifoK this is che last question. As you think back over this questionnaire which one of your parents do you feel your ideas .and attitudes are mest li.e.

(Try to get her to decide bctirccn mother and father)

mother "father ~ne ither "both

#

Approved by

Director

Examining Committee p. I